Lesson 3 - Forehand Development and Control
Foundational Skills & Play
•Year 4
•Tennis
•Start Planning Better PE Lessons
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How can I use my whole body to send a tennis ball exactly where I want it to go?
Learning Objectives
- To develop the forehand stroke technique with consistent contact
- To improve movement and positioning when tracking a moving ball
- To apply forehand skills in simple game situations
Key Outcomes
- Students will perform a forehand stroke with correct grip and swing path
- Students will demonstrate effective movement to get in line with the ball
- Students will successfully return balls using forehand technique in practice activities
Equipment & Resources Required
Check appropriate size for Year 4 students
Alternative: Table tennis bats, large tennis rackets for beginners
Use lower pressure balls for beginners
Alternative: Foam balls, sponge balls for easier control
Mark court boundaries and feeding positions
Alternative: Markers, chalk lines
Key Vocabulary
A tennis stroke where the ball is hit with the palm of the hand facing the direction of the shot
Starting stance with feet apart, knees bent, racket held in front
Moving your feet and body to stay in line with the moving ball
The flat hitting surface of the tennis racket
The moment and position where the racket meets the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of ready position
- Experience with underarm throwing
Current Skills
- Forehand stroke technique development
- Ball tracking and positioning
- Hand-eye coordination with racket
Next Steps
- Backhand stroke introduction
- Rally development
- Court positioning and tactics
Milestone Indicators
Key Teaching Points
- Always start in ready position before attempting any shot
- Move feet first to get in line with the ball's path
- Racket face direction at contact determines ball direction
- Swing path should follow low-to-high arc pattern
- Contact point should be in front of body, not beside it
- Follow through over opposite shoulder for complete technique
- Use centre of racket face for best control and power
Common Misconceptions
- Thinking harder swing always equals better shot - emphasise control over power
- Believing they must hit ball immediately - teach patience for correct positioning
- Assuming ready position is just for waiting - explain it enables quick movement
- Thinking racket face doesn't matter - demonstrate how it controls ball direction
- Believing they should watch racket instead of ball - emphasise ball tracking
SEN Adaptations
ADHD
- Shorter activity rotations, clear boundaries marked, regular movement breaks between static activities
dyspraxia
- Larger grip sizes, foam balls for easier contact, additional practice time for motor patterns
autism spectrum
- Clear routine structure, visual activity schedule, quiet zones available between activities
visual impairment
- Use bright yellow tennis balls, verbal descriptions of demonstrations, tactile guidance for grip and swing
hearing impairment
- Clear visual demonstrations, written instruction cards, partner buddy system for communication
physical disability
- Seated version using table tennis equipment, larger/lighter rackets, closer feeding distances
Cross-Curricular Links
Maths
Angles of racket face, trajectory calculations, measuring court distances, scoring systems
Science
Forces in tennis shots, ball bounce physics, reaction time and reflexes
Geography
Tennis as global sport, major tournaments worldwide, court orientations
PSHE
Perseverance through challenge, supporting partners, fair play and honesty
Teacher Guidance
Positioning
Move around perimeter to observe all pairs, position for clear demonstration views
Observation Focus
Watch for correct ready position, effective ball tracking, and safe swing technique
Intervention Points
Step in when students struggle with basic grip or show unsafe swinging patterns
Demonstration Notes
Use exaggerated movements for clarity, demonstrate from multiple angles, involve students in demonstrations
Verbal Cues
- •'Ready position first!'
- •'Move your feet to the ball!'
- •'Low to high swing!'
- •'Racket face to target!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m, expandable to 40m x 20m for multiple courts
Surface Check
Dry, even surface free from loose balls and obstacles
Equipment Safety
Safety Checks
- •Check rackets for loose strings or damaged frames
- •Ensure tennis balls are not split or damaged
- •Cones positioned to avoid trip hazards
Risk Management
Key Risks
- •Racket contact with other students during swinging
- •Slips from loose tennis balls on floor
- •Collisions during movement activities
Risk Mitigation
- •Establish clear swing zones with adequate spacing
- •Immediate ball collection after activities
- •Clear movement pathways and boundaries
- •Progressive skill building from stationary to moving
Supervision & Emergency Procedures
Supervision Points
- •Position to observe swing areas and ball feeding
- •Monitor spacing between pairs during activities
- •Watch for safe equipment handling throughout
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide first aid if trained, send for help if required