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Lesson 3 - Backhand Positioning

Tactical Skill Progression

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Year 4

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Tennis

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50 min

Big Question

How can I position myself effectively to play consistent backhand shots and make tactical decisions in tennis?

Learning Objectives

To develop the ability to get into good positions to play backhand shots
To strike the ball on the backhand with increasing consistency
To demonstrate specific tactical awareness during tennis activities

Key Outcomes

Students will be able to position themselves effectively for backhand shots
Students will demonstrate improved consistency in backhand striking technique
Students will show tactical awareness through court positioning and shot selection

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket strings are secure and grips are appropriate size

Alternative: Shorter tennis rackets, badminton rackets for smaller students

Tennis Balls

2 per student (60)

Use appropriate ball type for skill level - slower balls for development

Alternative: Foam tennis balls, low-compression balls for beginners

Cones

Different colours for court boundaries and target areas

Alternative: Markers, spots, bean bags

Coloured Bibs

Bright colours for visibility during warm-up game

Alternative: Bands, scarves, different coloured clothing items

Nets

Set at appropriate height for Year 4 students (60-70cm)

Alternative: Benches, cones with string, chalk lines

Spots

Placed in centre of each warm-up group circle

Alternative: Cones, markers, chalk circles

Key Vocabulary

Backhand

A tennis stroke played on the non-dominant side of the body

Ready Position

Balanced stance with knees bent, weight on balls of feet, racket in front

Grip Rotation

Changing hand position on racket handle for different shots

Tactical Awareness

Understanding where to position yourself and when to play certain shots

Follow Through

Continuing the racket movement after hitting the ball

Contact Point

The position where the racket meets the ball

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ready position and grip knowledge
Forehand striking technique
Understanding of court boundaries
Basic ball control skills

Current Skills

Backhand grip and hand rotation
Positioning for backhand shots
Consistency in backhand striking
Tactical awareness and court positioning

Next Steps

Advanced backhand variations (slice, topspin)
Combination shots (forehand to backhand)
Advanced tactical play and strategy
Match play application

Milestone Indicators

Smooth transition from ready position to backhand stance

Consistent contact point in front of body

Controlled follow-through direction

Quick recovery to ready position

Key Teaching Points

Emphasise grip rotation from forehand to backhand using anti-clockwise movement
Focus on early preparation and getting sideways to the net before striking
Ensure contact point is just in front of the body for optimal control
Teach both one-handed and two-handed backhand options based on individual comfort
Stress the importance of follow through towards the intended target area
Develop tactical awareness through court positioning and shot selection
Use video evidence to support assessment of tactical awareness development

Common Misconceptions

That backhand is harder than forehand - explain it's just different and requires practice
That all students must use the same backhand style - emphasise individual choice between one and two-handed
That power is more important than control - stress accuracy and consistency over strength
That tactical awareness is too advanced for Year 4 - show how simple positioning decisions are tactical
That mistakes mean failure - emphasise learning through trial and improvement
That only 'sporty' children can master backhand technique - celebrate diverse learning speeds and styles

SEN Adaptations

ADHD

Shorter activity segments with clear transitions, movement breaks between technical sections, clear visual boundaries, immediate feedback and rewards, varied activity types

dyspraxia

Larger, slower-moving balls, simplified movement patterns, extra practice time for skill development, verbal step-by-step instructions, peer modelling support

autism spectrum

Clear visual schedule of lesson sections, quiet zones available for breaks, consistent routines and expectations, reduced sensory input options, predictable partner pairings

visual impairment

Use bright coloured balls, verbal descriptions of court layout, tactile markers for boundaries, audio cues for ball position, buddy system for navigation

hearing impairment

Visual demonstrations with clear sight lines, written instructions on whiteboard, hand signals for communication, vibrating timer for activities

physical disability

Adapted racket grips or lighter rackets, seated versions of activities, modified court sizes, peer assistance for ball retrieval, focus on upper body technique

Cross-Curricular Links

Maths

Counting successful shots, measuring court dimensions, calculating improvement percentages, understanding angles and directions

Science

Forces and motion in racket sports, trajectory and ball flight, friction between racket and ball, body mechanics and leverage

Geography

Spatial awareness and court positioning, understanding directions and movement patterns, mapping game strategies

PSHE

Teamwork and cooperation, building resilience through practice, managing emotions in competitive situations, celebrating diversity in techniques

Teacher Guidance

Positioning

Move continuously between courts and activities, maintain central position during demonstrations, stand where all students can see and hear clearly

Observation Focus

Watch for correct grip changes from forehand to backhand; Monitor body positioning and early preparation; Check contact point is in front of body; Observe tactical decision-making during games; Note cooperation and encouragement between partners

Intervention Points

["Step in if feeding is too hard or fast in partner activities", "Provide individual technique support for struggling students", "Mediate any competitive tensions during games", "Ensure fair rotation in King of the Court"]

Demonstration Notes

Demonstrate: Use exaggerated movements for clarity, show both one-handed and two-handed options, highlight common mistakes and corrections, involve students in demonstrations

Verbal Cues

•'Rotate that grip anti-clockwise!'
•'Get sideways early!'
•'Contact point in front!'
•'Follow through to your target!'
•'Soft feeds for success!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m court area, clear of obstacles and other activities

Surface Check

Non-slip surface suitable for quick direction changes and safe movement

Equipment Safety

Safety Checks

•Check racket strings are secure and handles appropriate size
•Ensure tennis balls are in good condition
•Verify cones have no sharp edges or cracks
•Check nets are properly secured and appropriate height

Risk Management

Key Risks

•Collisions between students during games
•Being struck by tennis balls or rackets
•Trips and falls on court surface
•Overexertion during activities

Risk Mitigation

•Clear boundaries established for all courts
•Adequate spacing between practice areas
•Controlled feeding speeds in all activities
•Regular equipment checks
•Progressive skill building approach

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all courts
•Monitor high-activity areas like King of the Court
•Watch for student fatigue and provide rest breaks
•Ensure fair play and positive interactions

Emergency Procedures

Stop all activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school office if needed