Lesson 2 - Volley Techniques and Movement
Skills & Game Strategy
•Year 5
•Tennis
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How can we position ourselves and prepare our racquet to successfully volley a ball before it bounces?
Learning Objectives
- Identify and demonstrate the key techniques required for effective volley shots
- Develop the ability to move quickly and efficiently towards the ball to perform volleys
- Understand when and why volley shots are used strategically in tennis
Key Outcomes
- Students will perform controlled volley shots with improved technique
- Students will demonstrate effective court positioning and movement
- Students will explain the tactical advantages of volley shots in tennis
Equipment & Resources Required
Check grip size appropriate for students' hands
Alternative: Badminton racquets, table tennis bats for smaller hands
Use lower bounce balls for better control during learning
Alternative: Softer tennis balls, foam balls for beginners
Mark clear court boundaries and feeding positions
Alternative: Chalk lines, tape markers
Key Vocabulary
Hitting the ball before it bounces on the ground
Balanced stance with racquet up, ready to react quickly
The player who throws or hits the ball to their partner for practice
Playing close to the net to intercept balls with volleys
The moment and position where the racquet meets the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racquet grip and ball control
- Understanding of court boundaries and basic tennis rules
- Simple throwing and catching skills
Current Skills
- Volley technique with racquet control
- Movement patterns for net play
- Understanding volley tactics and timing
Next Steps
- Advanced volley placement and angles
- Combination shots linking volleys with other strokes
- Competitive volley games and match situations
Milestone Indicators
Key Teaching Points
- Volley means hitting the ball before it bounces - emphasise this distinction throughout
- Ready position is crucial - racquet up, knees bent, weight on toes for quick reactions
- Minimal swing for control - let the ball hit the racquet rather than large backswing
- Movement to ball is essential - position feet first, then hit with control
- Partner cooperation is vital - good feeding creates successful volleying
- Safety through spacing - maintain adequate distance when using racquets
- Progressive challenge - master close distance before increasing difficulty
Common Misconceptions
- Thinking volleys need big swings - correct with 'blocking' demonstration and practice
- Confusing volley timing with groundstrokes - use clear bounce vs no-bounce demonstrations
- Believing power is more important than control - emphasise accuracy and consistency first
- Assuming feeding is easy - highlight feeding as an important skill requiring practice
- Not understanding when to use volleys - explain tactical advantages of net position
- Dropping racquet between shots - reinforce ready position maintenance throughout
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, immediate feedback and praise, movement breaks between skills, clear boundaries and rules
dyspraxia
- Larger, slower balls for easier tracking, simplified movement patterns, extra practice time, step-by-step technique breakdown
autism spectrum
- Clear visual schedule of activities, quiet zones available for breaks, consistent routines and expectations, advance warning of activity changes
visual impairment
- Use bright yellow tennis balls, provide audio cues for ball location, establish buddy system for guidance, use tactile court markers
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for communication, ensure face-to-face communication
physical disability
- Adapted racquets with straps if needed, seated volley options, modified court dimensions, alternative throwing activities
Cross-Curricular Links
Maths
Counting successful volleys and keeping score, measuring distances for court setup, angles of ball contact and return
Science
Forces and motion in ball contact, reaction time and hand-eye coordination, balance and stability during movement
Geography
Spatial awareness and positioning, understanding of court dimensions and boundaries, directional language
PSHE
Partnership skills and cooperation, resilience when learning new skills, communication and encouragement of others
Teacher Guidance
Positioning
Position at corner of practice area for optimal view of all pairs and ready intervention during movement activities
Observation Focus
Watch for volley technique consistency, safe spacing during practice, positive partner interactions, and appropriate challenge levels
Intervention Points
Step in when students struggle with technique, safety concerns arise, or partnership dynamics need support
Demonstration Notes
Use exaggerated movements for clarity, demonstrate both correct and incorrect technique for comparison, involve confident students in demonstrations where appropriate
Verbal Cues
- •'Racquet up and ready!'
- •'Gentle contact, let the ball hit your racquet!'
- •'Move your feet to the ball!'
- •'Great feeding - you're helping your partner succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m with multiple court areas, clear of obstacles and adequate ceiling height
Surface Check
Non-slip surface, dry conditions, free from debris or hazards that could cause trips or falls
Equipment Safety
Safety Checks
- •Check racquet grips are secure and appropriate size for students
- •Inspect balls for damage or excessive wear
- •Ensure nets are stable and at safe height (80cm)
- •Verify adequate spacing between practice areas
Risk Management
Key Risks
- •Racquet contact between students during close practice
- •Ball impact injuries from hard hitting
- •Trips and falls during movement activities
- •Collisions during running to volley exercises
Risk Mitigation
- •Maintain minimum 2-metre spacing during racquet use
- •Emphasise control over power in all activities
- •Clear movement pathways established
- •Progressive skill building to ensure competence before adding complexity
- •Constant supervision and intervention as needed
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor closely during transition between activities
- •Focus on high-risk areas during movement phases
- •Ensure students follow safety instructions consistently
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if trained, seek additional support as needed