Lesson 3 - Developing the Volley
Tactical Partnerships
•Year 5
•Tennis
•Start Planning Better PE Lessons
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How can we use the volley to win points by hitting the ball into open spaces?
Learning Objectives
- To develop accurate forehand and backhand volley technique
- To understand when and where to use volleys in tennis
- To demonstrate the ability to direct volleys into open spaces
Key Outcomes
- Students will execute controlled volleys using correct grip and body position
- Students will demonstrate tactical understanding by aiming for open spaces
- Students will apply volley techniques in competitive game situations
Equipment & Resources Required
Check racket sizes are appropriate for student grip
Alternative: Short tennis rackets, table tennis bats for smaller hands
Use slower balls for beginners to allow more reaction time
Alternative: Foam balls, low compression balls for easier control
Create mini courts approximately 6m x 4m
Alternative: Chalk lines, rope, sports tape
Place hoops as targets on one side of each court
Alternative: Cones, chalk circles, rope circles
Key Vocabulary
Hitting the ball before it bounces on your side of the court
Racket grip where the base knuckle of index finger is on the top of the handle
Balanced stance with knees bent, racket up, ready to move in any direction
Areas of the court where the opponent is not positioned
Where a player stands on court to be most effective
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic racket grip and control
- Understanding of net and wall game principles
- Basic feeding and catching skills
Current Skills
- Accurate volley technique development
- Tactical awareness of court positioning
- Controlled ball placement into target areas
Next Steps
- Advanced volley combinations
- Match play incorporating volleys
- Serve and volley tactics
Milestone Indicators
Key Teaching Points
- Continental grip essential for both forehand and backhand volleys
- Contact ball in front of body with firm wrist position
- Short, compact swing motion - control not power
- Quick feet to get in position before ball arrives
- Hit into open spaces away from opponent position
- Return to ready position immediately after each shot
- Watch ball closely onto racket strings
Common Misconceptions
- Volleying means hitting hard - actually requires control and placement
- Only use forehand volleys - both sides equally important
- Stand still and reach for ball - movement and positioning crucial
- Aim for opponent - should aim for open spaces
- Big swing needed - compact motion more effective
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries, regular movement breaks, specific roles and responsibilities
dyspraxia
- Use larger equipment, break skills into smaller steps, provide additional practice time, use wall targets for consistency
autism spectrum
- Provide clear structure with visual timetables, quiet zones available, consistent routines and predictable progressions
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of court layout, use tactile markers for positioning
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written or picture cards for key teaching points
physical disability
- Adapt grip with foam padding, use lighter rackets, modify court size, allow seated volleying where appropriate
Cross-Curricular Links
Maths
Counting successful volleys, calculating success percentages, measuring court dimensions and target distances
Science
Forces and motion in ball flight, angles of trajectory, reaction time and coordination
Geography
Court positioning and spatial awareness, directions and movement patterns
PSHE
Cooperation and teamwork, resilience when facing challenges, fair play and honest scoring
Teacher Guidance
Positioning
Move between court areas to provide individual feedback, position to see all groups during activities
Observation Focus
Watch for grip consistency, contact point timing, tactical decision-making, and safety awareness
Intervention Points
Step in if feeding becomes dangerous, technique deteriorates significantly, or students show frustration
Demonstration Notes
Use student demonstrations where possible, exaggerate key teaching points, show common mistakes and corrections
Verbal Cues
- •'Watch the ball onto your racket!'
- •'Small swing, big control!'
- •'Choose your target before you hit!'
- •'Move your feet to get in position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor space or outdoor courts, clear of obstacles
Surface Check
Non-slip surface, free from water or debris, appropriate for quick movements
Equipment Safety
Safety Checks
- •Check racket handles for cracks or splinters
- •Ensure racket heads are secure
- •Balls should be in good condition without splits
- •Hoops placed securely to avoid tripping
Risk Management
Key Risks
- •Collision between students during movement
- •Ball strikes to face or body
- •Slips during quick direction changes
- •Racket contact between students
Risk Mitigation
- •Clear boundaries established for each court area
- •Adequate spacing between pairs (minimum 3m)
- •Controlled feeding technique emphasised
- •Progressive skill building from stationary to moving
Supervision & Emergency Procedures
Supervision Points
- •Position to oversee all court areas simultaneously
- •Monitor feeding technique for safety
- •Watch for fatigue affecting technique
Emergency Procedures
Stop signal established, first aid kit accessible, clear evacuation route identified