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Lesson 4 - Controlling the Game from the Serve

Tactical Partnerships

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Year 5

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Tennis

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45 min

Big Question

How can we use the serve as a tactical weapon to control the game and gain an advantage over our opponent?

Learning Objectives

To understand how to serve the ball diagonally into the correct service box with accuracy and consistency
To develop tactical awareness of how serving placement can create opportunities to control the game
To execute the underarm serve technique with increasing control and precision

Key Outcomes

Students will demonstrate the ability to serve underarm consistently into the diagonal service box
Students will show tactical understanding by varying serve placement to make returns more difficult
Students will apply serving strategy to gain positional advantage in rally play

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket grip size is appropriate for students' hands

Alternative: Table tennis bats, short tennis rackets, foam paddles for students with coordination difficulties

Tennis Balls

1 per pair (15)

Use softer balls for indoor surfaces to reduce bounce height

Alternative: Foam balls, low-bounce balls, larger slow-bounce balls for easier control

Hoops

2 per court (6 total)

Place one hoop in each corner of the service boxes for target practice

Alternative: Chalk circles, rope circles, cone markers to create target areas

Cones

12-15

Use to mark net line (2 cones) and court boundaries (4 cones per court)

Alternative: Rope, chalk lines, existing court markings if available

Bibs

15 (one colour)

To identify serving partner in each pair

Alternative: Different coloured cones, wristbands

Key Vocabulary

Service box

The rectangular area diagonally opposite where the serve must land

Underarm serve

A serving technique where the racket is swung upward from below the waist

Baseline

The back boundary line of the tennis court where servers must stand behind

Second serve

The additional serve attempt allowed when the first serve does not land in the service box

Rally

The sequence of shots after the serve until the point ends

Court positioning

Strategic placement on court to cover areas effectively and create angles

Skill Progression Pathway

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

Prior Learning

Students can hold a racket correctly with appropriate grip
Students can hit a ball after it bounces using forehand technique
Students understand basic court areas and net/wall game concepts
Students can throw a ball accurately to a target area

Current Skills

Executing consistent underarm serve technique
Understanding diagonal service rules and court positioning
Developing tactical awareness of serve placement
Applying second serve rules and consequences

Next Steps

Progressing to overarm serve technique
Advanced serve placement and spin variations
Complex rally tactics following the serve
Full game play with proper scoring systems

Milestone Indicators

7 out of 10 serves land in the correct diagonal service box

Student can explain why they chose to serve to a particular area

Demonstrates quick recovery position after serving

Shows understanding of how serve placement affects opponent's return

Key Teaching Points

Emphasise serving diagonally into the correct service box
Develop tactical understanding of how serve placement creates advantages
Focus on consistency and control rather than power in serving
Teach proper court positioning and recovery after serving
Connect serving strategy to subsequent rally opportunities
Reinforce the two-serve rule and consequences of double faults
Encourage tactical variation in serve placement to keep opponents guessing

Common Misconceptions

That powerful serves are always better than accurate serves
That you can serve from anywhere behind the baseline
That all serves should go to the same location
That winning the point is only about the serve, not the follow-up
That the serve is just about getting the rally started rather than gaining tactical advantage

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use high engagement activities with regular movement

dyspraxia

Use larger equipment for better success, slow down demonstrations, provide additional practice time, use verbal cues for coordination

autism spectrum

Provide clear visual schedule of lesson activities, allow for sensory breaks if needed, use consistent routines and language

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of court layout, use sound cues for ball location

hearing impairment

Use visual demonstrations and hand signals, provide written instruction cards, ensure student can see teacher clearly

physical disability

Adapt serving technique for seated players, use larger/lighter equipment, modify court size and net height as needed

Cross-Curricular Links

Maths

Angles and geometry in serve trajectory, counting and scoring, measuring court distances and target areas

Science

Forces and motion in ball trajectory, physics of spin and bounce, understanding of gravity and momentum in serving

Geography

Spatial awareness and court positioning, understanding angles and directions, mapping movement patterns

PSHE

Resilience when learning new skills, respect for opponents and rules, cooperation and communication with partners

Teacher Guidance

Positioning

Central position with clear view of all courts, move between pairs during practice to provide individual feedback

Observation Focus

Watch for serving technique progression, tactical understanding, court positioning, and safety awareness

Intervention Points

Step in when students show unsafe practice, provide immediate feedback for major technique errors, support students struggling with concepts

Demonstration Notes

Use clear, exaggerated movements for serving technique, involve students in demonstrations, show both correct and incorrect examples for comparison

Verbal Cues

•'Low to high swing path!'
•'Aim for the corners!'
•'Get ready after you serve!'
•'Two serves, make the second one count!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 8m per court with 2m safety margin around each court

Surface Check

Ensure non-slip surface, check for wet areas, remove any loose equipment or debris

Equipment Safety

Safety Checks

•Check racket heads are secure and handles not slippery
•Inspect balls for damage or excessive wear
•Ensure hoops and cones are positioned safely away from playing areas

Risk Management

Key Risks

•Ball strikes to head or body
•Collisions between students during rallies
•Racket contact between students
•Slips on wet or uneven surfaces

Risk Mitigation

•Clear court boundaries established with adequate spacing
•Students taught to call 'stop' if ball goes to another court
•Controlled serving practice with clear taking turns protocols
•Regular reminders about awareness of others during movement

Supervision & Emergency Procedures

Supervision Points

•Position to observe all courts simultaneously
•Monitor serving areas for safe technique and spacing
•Watch for signs of fatigue affecting coordination

Emergency Procedures

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