Lesson 1 - Forehand Groundstroke Development
Advanced Skills & Tactics
•Year 6
•Tennis
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How can I use the forehand groundstroke to control the ball and win points in tennis?
Learning Objectives
- To develop and demonstrate the forehand groundstroke technique with increasing accuracy
- To understand and apply the ready position in tennis game situations
- To work cooperatively with partners to improve tennis skills
Key Outcomes
- Students will demonstrate correct forehand groundstroke technique
- Students will consistently return balls using forehand strokes
- Students will show improved ball control and placement
Equipment & Resources Required
Check racket condition and appropriate grip size
Alternative: Short tennis rackets, badminton rackets for smaller hands
Use age-appropriate ball type (green or orange dot)
Alternative: Foam balls, low-compression balls for beginners
Set up court boundaries and target areas
Alternative: Markers, spots, rope for boundaries
Key Vocabulary
A tennis shot hit with the racket across the body on the same side as the playing hand
The starting stance with feet apart, knees bent, and racket up in front
The hitting surface of the tennis racket
The exact moment and position where the racket meets the ball
The continuation of the swing after hitting the ball
Continuous hitting of the ball back and forth between players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of personal space and safety
- Experience with simple striking games
Current Skills
- Forehand groundstroke technique
- Ready position and movement
- Ball control with racket
- Partner feeding and catching
Next Steps
- Backhand groundstroke development
- Serve technique introduction
- Advanced rally patterns
- Court positioning and tactics
Milestone Indicators
Key Teaching Points
- Ready position is the foundation for all tennis movements - feet apart, knees bent, racket up
- Contact point for forehand should be when racket face points toward target
- Swing path moves from low to high to create topspin and control
- Control and placement are more important than power for successful tennis
- Cooperation with partners enhances learning for everyone
- Moving to the ball position is essential for consistent contact
- Recovery to ready position after each shot prepares for next ball
Common Misconceptions
- Students think hitting harder makes them better - emphasise control and accuracy first
- Many believe they should hit the ball when it's in front of them - teach contact to the side
- Some think tennis is only about individual skill - highlight teamwork and cooperation elements
- Students may focus only on getting ball over net - teach importance of placement and consistency
- Common belief that you need expensive equipment to play well - show success with basic equipment
SEN Adaptations
ADHD
- Short activity bursts with variety, clear boundaries and rules, immediate positive feedback, physical activity to maintain focus
dyspraxia
- Use larger, softer balls for easier tracking, slow down demonstrations, provide extra practice time, simplified instructions
autism spectrum
- Provide clear routine structure, visual schedule of activities, quiet area available if needed, consistent partner pairing
visual impairment
- Use bright coloured balls, provide verbal descriptions of demonstrations, pair with supportive partner for guidance
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for key teaching points
physical disability
- Modify grip for limited hand function, use lighter rackets, seated version for wheelchair users, adjust court distances
Cross-Curricular Links
Maths
Counting consecutive hits during rally practice, measuring court distances, angles of racket face contact, timing and rhythm patterns
Science
Forces and motion in ball flight, friction between ball and court surface, momentum transfer from racket to ball, physics of spin and bounce
Geography
Court orientation and directions, spatial awareness and positioning, understanding of personal and playing space boundaries
PSHE
Teamwork and cooperation skills, resilience when learning difficult skills, fair play and sportsmanship, goal setting and personal development
Teacher Guidance
Positioning
Move around the area to observe all students, position where you can see majority during demonstrations
Observation Focus
Watch for safe racket handling, proper technique development, positive interactions between students
Intervention Points
Step in if unsafe play observed, technique needs immediate correction, or conflicts arise between students
Demonstration Notes
Always demonstrate with student or teaching assistant when possible, exaggerate key teaching points for clarity, repeat demonstrations as needed
Verbal Cues
- •'Swing low to high like painting a fence!'
- •'Ready position - superhero stance!'
- •'Point your racket face where you want the ball to go!'
- •'Gentle control beats wild power!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or outdoor court area, minimum 30m x 20m clear of obstacles
Surface Check
Non-slip surface, no water or debris, appropriate for tennis footwear
Equipment Safety
Safety Checks
- •Check all rackets for damage, cracks, or loose strings
- •Ensure tennis balls are in good condition, not split or damaged
- •Verify cones are stable and visible for court boundaries
Risk Management
Key Risks
- •Racket contact with other students during swing practice
- •Ball strikes to head or body during rally practice
- •Slips and falls during quick movement activities
- •Collisions during team game activities
Risk Mitigation
- •Establish clear personal space boundaries during individual practice
- •Teach proper racket handling and swing control
- •Emphasise awareness of others during movement
- •Position students with adequate spacing during all activities
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during swing practice
- •Monitor team games for appropriate competitive spirit
- •Watch for signs of fatigue or frustration
- •Ensure equipment is handled safely throughout
Emergency Procedures
Stop activity immediately, assess injury, provide appropriate first aid, contact school medical support if needed