Lesson 1 - Developing the Forehand
Racket Control Strategies
•Year 4
•Tennis
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How can we win a game of tennis using consistent forehand shots?
Learning Objectives
- Consolidate forehand technique from Year 3 with improved consistency
- Develop understanding of court positioning and recovery
- Apply forehand shots in simple game situations
Key Outcomes
- Students will demonstrate a consistent forehand stroke technique
- Students will understand court positioning and return to ready position
- Students will apply forehand shots to win points in mini-games
Equipment & Resources Required
Check grip size is appropriate for students' hands
Alternative: Table tennis bats for smaller hands
Use different coloured balls for easier tracking
Alternative: Foam balls for beginners, tennis balls with lower bounce
Set up mini courts with clear boundaries
Alternative: Markers, flat discs
Net height approximately 60cm for this age group
Alternative: Cones, chairs with rope/string
Key Vocabulary
A tennis shot played with the palm of the hand facing the direction of the shot
Balanced stance with knees bent, racket up, and weight on balls of feet
Returning to the centre of the court after playing a shot
Where to stand on the court to be ready for the next shot
Continuous exchange of shots between players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racket grip from Year 3
- Underarm throwing technique
- Simple ball tracking skills
- Understanding of bounce and hit concept
Current Skills
- Consistent forehand technique
- Court positioning and recovery
- Ball control and placement
- Ready position maintenance
Next Steps
- Introduction to backhand shots
- More complex game situations
- Serving techniques
- Tactical awareness development
Milestone Indicators
Key Teaching Points
- Forehand is played on the same side as the dominant hand
- Ready position is key - knees bent, weight forward, racket up
- Let the ball bounce once before hitting
- Point the racket head where you want the ball to go
- Recovery to centre baseline after every shot
- Control is more important than power
- Work cooperatively with partner during practice
Common Misconceptions
- Thinking forehand and backhand are the same thing - clarify which side of body
- Believing you must hit hard to be good - emphasise control and consistency
- Assuming you can hit the ball before it bounces - reinforce one bounce rule
- Thinking you should stay where you hit the ball - teach recovery movement
- Believing tennis is an individual sport only - emphasise partnership and cooperation
SEN Adaptations
ADHD
- Short activity bursts with clear boundaries, regular position changes, immediate positive feedback
dyspraxia
- Larger balls and targets, simplified movement patterns, extra practice time for coordination
autism spectrum
- Clear, predictable routines, visual schedule of lesson activities, quiet zone available if needed
visual impairment
- Use bright yellow or orange balls, verbal descriptions of court layout, buddy system for guidance
hearing impairment
- Clear visual demonstrations, written instruction cards, hand signals for start/stop
physical disability
- Shorter, lighter rackets, lower net height, wheelchair accessible court areas, adapted throwing if needed
Cross-Curricular Links
Maths
Counting rally scores, measuring court distances, angles of racket face, calculating success rates
Science
Forces and motion in ball flight, friction between ball and court, lever action of racket
Geography
Court orientation, spatial awareness, direction and movement concepts
PSHE
Teamwork and cooperation, resilience when making mistakes, fair play and honesty
Teacher Guidance
Positioning
Move around perimeter of courts for best visibility, position centrally during demonstrations
Observation Focus
Watch for correct grip, stance, and ball contact during forehand practice
Intervention Points
Step in if students struggling with basic technique or if safety concerns arise
Demonstration Notes
Use clear, exaggerated movements for visibility, demonstrate at students' pace, include common mistakes in demonstrations
Verbal Cues
- •'Shake hands with the racket!'
- •'Let it bounce, then hit!'
- •'Point the racket where you want the ball to go!'
- •'Back to the middle - recovery!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, ideally larger for multiple mini courts
Surface Check
Dry, even surface free from obstacles and slip hazards
Equipment Safety
Safety Checks
- •Check tennis rackets for loose strings or damaged frames
- •Ensure tennis balls are not split or damaged
- •Cones and markers have no sharp edges
- •Net/rope height appropriate and securely fastened
Risk Management
Key Risks
- •Collisions between students during movement
- •Being hit by ball or racket
- •Slips and falls on court surface
- •Overexertion in warm weather
Risk Mitigation
- •Clear boundaries established between courts
- •Adequate spacing between pairs during practice
- •Progressive skill building from stationary to moving
- •Controlled environment with gentle feeds
- •Regular water breaks in warm weather
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Watch for proper technique to prevent injury
- •Ensure appropriate competitive intensity
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required