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Lesson 3 - Forehand Development and Control

Foundational Skills & Play

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Year 4

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Tennis

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47 min

Big Question

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

Tennis Rackets

2-4

Check appropriate size for Year 4 students

Alternative: Table tennis bats, large tennis rackets for beginners

Tennis Balls

1 per student (30)

Use lower pressure balls for beginners

Alternative: Foam balls, sponge balls for easier control

Cones

Mark court boundaries and feeding positions

Alternative: Markers, chalk lines

Key Vocabulary

Forehand

A tennis stroke where the ball is hit with the palm of the hand facing the direction of the shot

Ready position

Starting stance with feet apart, knees bent, racket held in front

Tracking

Moving your feet and body to stay in line with the moving ball

Racket face

The flat hitting surface of the tennis racket

Contact point

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

Consistent racket face contact

Smooth low-to-high swing path

Effective sideways positioning

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