Lesson 3 - Backhand Positioning
Tactical Skill Progression
•Year 4
•Tennis
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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
Check racket strings are secure and grips are appropriate size
Alternative: Shorter tennis rackets, badminton rackets for smaller students
Use appropriate ball type for skill level - slower balls for development
Alternative: Foam tennis balls, low-compression balls for beginners
Different colours for court boundaries and target areas
Alternative: Markers, spots, bean bags
Bright colours for visibility during warm-up game
Alternative: Bands, scarves, different coloured clothing items
Set at appropriate height for Year 4 students (60-70cm)
Alternative: Benches, cones with string, chalk lines
Placed in centre of each warm-up group circle
Alternative: Cones, markers, chalk circles
Key Vocabulary
A tennis stroke played on the non-dominant side of the body
Balanced stance with knees bent, weight on balls of feet, racket in front
Changing hand position on racket handle for different shots
Understanding where to position yourself and when to play certain shots
Continuing the racket movement after hitting the ball
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
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