Lesson 1 - Ready Position & Grip
Strategic Play & Competition
•Year 6
•Tennis
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How does the ready position and correct grip give me the foundation for all successful tennis shots?
Learning Objectives
- Master the ready position for optimal court coverage and shot preparation
- Develop correct forehand and backhand grips for effective striking
- Link movement skills to create smooth sequences from ready position to shot execution
Key Outcomes
- Students will demonstrate consistent ready position with proper body alignment
- Students will show correct grip changes between forehand and backhand shots
- Students will execute fluid movement patterns from preparation to striking
Equipment & Resources Required
Check racket size suits students - should be able to hold comfortably
Alternative: Junior rackets, table tennis bats for smaller hands
Have extras available as balls will be hit around court
Alternative: Foam balls, soft tennis balls for beginners
Use to mark baselines, nets, and court boundaries clearly
Alternative: Markers, chalk lines
For warm-up team identification and organisation
Alternative: Team bands, coloured pinnies
Key Vocabulary
Athletic stance with feet shoulder-width apart, weight on balls of feet, hands together in front of body
The back line of the tennis court that marks the playing boundary
Forehand grip where the V between thumb and forefinger aligns with the racket frame
Body position with non-dominant shoulder facing the net for optimal striking power
Reading the game to predict where the ball will go before it arrives
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic throwing and catching skills
- Understanding of spatial awareness in games
- Experience with striking implements in other sports
Current Skills
- Ready position with dynamic balance
- Forehand and backhand grip techniques
- Movement patterns for court positioning
- Basic striking with racket control
Next Steps
- Develop consistent shot technique and power
- Learn tactical shot placement
- Master net play positioning
Milestone Indicators
Key Teaching Points
- Ready position is foundation - feet apart, weight forward, hands together
- V-grip alignment between thumb and forefinger with racket frame
- Sideways body position essential for effective striking technique
- Return to centre court position after every shot for tactical advantage
- Grip changes must become automatic - forehand to backhand smoothly
- Control before power - accuracy and placement over force
- Link skills together - ready position to movement to striking to recovery
Common Misconceptions
- Students think staying where they played last shot is correct - teach centre recovery
- Belief that hitting harder means better tennis - emphasise control and placement
- Assumption that ready position is static - demonstrate dynamic, active stance
- Thinking one grip works for all shots - show importance of grip changes
- Misconception that tennis is only about the shot - teach positioning and anticipation
SEN Adaptations
ADHD
- Shorter activity segments, clear physical boundaries, regular movement breaks, immediate positive feedback for focus
dyspraxia
- Larger equipment for easier handling, simplified grip instructions, extra practice time, break skills into smaller steps
autism spectrum
- Clear structure with visual schedule, consistent routines, quiet space available if overwhelmed, advance warning of activity changes
visual impairment
- Use brightly coloured tennis balls, provide verbal descriptions of all demonstrations, partner with sighted student for guidance
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards, ensure student can see teacher's face when speaking
physical disability
- Seated tennis version using table tennis bats, shorter rackets or adapted grips, reduced court dimensions
Cross-Curricular Links
Science
Forces in striking and ball movement, friction between ball and surface, physics of bouncing and trajectory
Geography
Spatial awareness, court mapping, understanding directions and positioning, navigation around playing area
PSHE
Teamwork and cooperation, resilience when learning new skills, managing competitive emotions, supporting others' learning
Teacher Guidance
Positioning
Move around perimeter for clear view of all students, position centrally during demonstrations for maximum visibility
Observation Focus
Watch for correct ready position technique, safe racket handling, and positive partner interaction
Intervention Points
Step in immediately for unsafe racket use, provide individual support for grip difficulties, mediate any partner conflicts
Demonstration Notes
Use students as positive examples whenever possible, demonstrate with exaggerated movements for clarity, connect all techniques back to tennis game application
Verbal Cues
- •'Bounce lightly on your toes!'
- •'Shake hands with your racket!'
- •'Sideways to the ball!'
- •'Return to ready position!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full tennis court or playground area minimum 30m x 15m, clear of obstacles and hazards
Surface Check
Dry, even surface free from loose balls, cones, and other trip hazards
Equipment Safety
Safety Checks
- •Check rackets are appropriate weight and size for Year 6 students
- •Ensure racket heads are not cracked or damaged
- •Tennis balls properly inflated and not split
- •Cones stable and visible, not creating trip hazards
Risk Management
Key Risks
- •Racket contact between students during movement
- •Slips and falls during lateral movement
- •Ball strikes to face or body during throwing activities
- •Collision between pairs during floor tennis
Risk Mitigation
- •Clear boundaries established between working pairs
- •Adequate spacing maintained throughout all activities
- •Controlled throwing and striking emphasised over power
- •Ready position taught as foundation for safe movement
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all working pairs simultaneously
- •Monitor racket handling and swing control continuously
- •Watch for students maintaining safe distances during movement
Emergency Procedures
Stop activity immediately on 'STOP' command, assess any injuries, provide appropriate first aid, complete accident report if required