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Lesson 2 - Forehand Development

Foundation Skills & Match Play

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Year 7

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Tennis

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1h 7min

Big Question

Can you hit a forehand shot consistently whilst controlling where the ball travels?

Learning Objectives

Develop consistent forehand striking technique with control over ball placement
Demonstrate the ability to reflect on performance and recognise success in self and others
Apply forehand skills in cooperative and competitive rally situations

Key Outcomes

Students will be able to execute forehand shots with increasing consistency and accuracy
Students will demonstrate reflective practice by assessing their own and peers' technique
Students will maintain rallies using forehand technique in game-based situations

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check rackets before lesson for loose strings or damaged frames; distribute at start of skill development section

Alternative: Short tennis rackets, foam rackets for students with reduced strength or coordination difficulties

Tennis Balls

2 per student initially, then 1 per student (60 total)

Store in ball baskets around perimeter for easy collection; use yellow balls for maximum visibility

Alternative: Foam tennis balls for students with visual tracking difficulties, larger sponge balls for beginners

Cones

40-50 (for court marking and target areas)

Pre-set up 5-6 small courts measuring approximately 8m x 4m before lesson

Alternative: Floor markers, chalk lines, rope laid on ground

Bibs

10 (for warm-up activity)

Have ready for warm-up distribution; bright colours preferred for visibility

Alternative: Coloured bands, pieces of cloth tucked in shorts

Wall Space

1 (optional)

If available, mark target zones on wall at appropriate height (1-2m) with tape

Alternative: If no wall available, use partner rallies over lines only

Sun Markers

8-10 (for warm-up activity)

Place in centre of warm-up circles to keep groups positioned

Alternative: Cones, chalk marks on ground

Key Vocabulary

Forehand

A stroke played with the palm of the hand facing the direction of the shot, executed on the dominant side of the body

Ready Position

The balanced stance between shots with weight on balls of feet, feet shoulder-width apart, and racket held centrally pointing towards opponent

Ball Control

The ability to direct and manipulate the ball's speed, height, and direction using the racket

Rally

A continuous exchange of shots between players where the ball is hit back and forth over the net or line

Backswing

The preparatory movement where the racket is taken back behind the body before striking the ball

Follow Through

The continuation of the racket's motion after striking the ball, finishing with racket pointing towards target

V Grip

The correct way to hold a tennis racket where the V shape formed between thumb and index finger points along the edge of the racket handle

Skill Progression Pathway

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

Prior Learning

Basic racket familiarisation from Year 7 Tennis Lesson 1
Understanding of personal space and movement in physical activities
Introduction to V grip and basic striking
Fundamental ball control with hands from primary PE

Current Skills

Consistent forehand striking technique with proper grip
Ball control whilst stationary and moving
Ready position and court positioning
Cooperative rallying with partner
Reflective self and peer assessment

Next Steps

Developing backhand technique in subsequent lessons
Introduction to serving mechanics
Competitive game situations with scoring
Advanced tactical positioning and shot selection
Mini tennis tournaments

Milestone Indicators

Student can maintain 5+ consecutive forehand strikes against a wall or with partner

Demonstrates correct ready position automatically between shots

Can identify key technical points in their own and others' forehand technique

Shows improvement in consistency from start to end of lesson

Maintains positive attitude when making errors and demonstrates resilience

Key Teaching Points

V grip must be established and maintained throughout - checked regularly as students naturally drift to 'frying pan' grip. The V between thumb and index finger points along edge of racket.
Ready position is the foundation of all tennis: weight on balls of feet, knees bent, feet shoulder-width apart, racket central at waist height pointing at opponent. Return to this position between every shot.
Forehand technique has three critical phases: 1) BACKSWING - racket goes back behind body early with shoulder turn, 2) CONTACT POINT - ball struck in front of body at waist height with stepping forward, 3) FOLLOW THROUGH - racket finishes high pointing towards target with weight transferred onto front foot.
Ball control before power: emphasise gentle, controlled touches throughout. Small taps when dribbling, controlled strikes when hitting. Speed and power come much later - control is the foundation.
Cooperative before competitive: passive rallies where students work together to keep ball going build skills more effectively than competitive situations initially. Cooperation develops technique, competition applies it.
Reflective practice and peer assessment develop metacognition: students articulating what they see in others and themselves deepens understanding. Structured feedback (one positive, one development) teaches constructive assessment.
Resilience is key in tennis: every student will make many errors. Normalise mistakes as part of learning process. Model positive response to errors: 'reset and go again'. Celebrate effort and improvement not just success.

Common Misconceptions

MISCONCEPTION: 'I need to hit the ball really hard to be good at tennis.' CORRECTION: Control and accuracy are far more important than power, especially when learning. Teach students that professional players can hit hard because they have excellent control first. Power without control = ball going everywhere except where you want it!
MISCONCEPTION: 'The grip doesn't really matter as long as I can hit the ball.' CORRECTION: The V grip is fundamental because it allows natural rotation between forehand and backhand shots. Incorrect grip (like frying pan grip) severely limits technique development and creates bad habits very difficult to correct later. Check and correct grip constantly.
MISCONCEPTION: 'I should watch my racket when I hit.' CORRECTION: Eyes must watch the ball, not the racket. The brain knows where your racket is (proprioception). Watching racket = not watching ball = poor contact. Teach 'watch the ball onto your racket strings'.
MISCONCEPTION: 'Ready position is just standing still between shots.' CORRECTION: Ready position is active and dynamic - weight forward, bouncing lightly on toes, engaged and alert. It enables quick reactions in any direction. It's a position of readiness, not rest.
MISCONCEPTION: 'If I can't do it perfectly, I'm not good at tennis.' CORRECTION: Tennis is one of the hardest sports to master - even professionals miss shots! Learning tennis requires patience and persistence. Focus on personal improvement not perfection. Celebrate small gains like improving from 3/10 to 5/10 successful hits.

SEN Adaptations

ADHD

Keep activities short with frequent changes as structured in lesson. Provide clear, concrete boundaries marked visually with cones. Regular positive feedback and specific praise. Allow movement breaks if needed - don't require long periods of sitting/listening. Active roles in all activities - avoid passive waiting time. Use student name frequently to maintain attention: '[Name], show me your ready position!' Clear behavioural expectations stated positively: 'Keep your racket below your shoulders' rather than 'Don't swing high'. Buddy support to maintain focus during instructions. Consider role as equipment collector or demonstrator to channel energy positively.

dyspraxia

Larger, lighter, softer foam balls for easier striking and catching. Shorter, lighter rackets reduce coordination demands. Reduce complexity of ball bouncing tasks - fewer consecutive bounces required. Provide extra practice time on each skill before moving on. Break skills into smaller steps with more scaffolding. Allow hand catching before sandwich catching with racket if motor planning very challenging. Partner work with patient, supportive peer. Positive reinforcement for effort and small improvements. Avoid time pressure - extend time limits. Visual demonstrations from multiple angles. Reduce court size and distances to increase success rate.

autism spectrum

Provide clear visual schedule of lesson structure at beginning - warm-up, skills, game, cool-down. Use consistent language and routines throughout. Advance warning before transitions: 'In 2 minutes we will stop and move to the next activity'. Reduce sensory overload if needed: quieter area for skill practice, lower student density. Clear, concrete success criteria: 'Hit 5 out of 10' rather than 'do your best'. Provide processing time after instructions. Allow rehearsal of new skills away from main group if anxiety present. Predictable partner allocation rather than student choice if that causes stress. Quiet zone available if overwhelm occurs.

visual impairment

Use bright yellow tennis balls for maximum contrast against surface. Provide brightly coloured bibs or equipment for warm-up activity. Use verbal descriptions extensively during demonstrations - 'Now I'm taking my racket back behind my body'. Buddy system with trusted partner for spatial navigation. Consider using audible balls (bells inside) if available. Reduce activity area size to minimise distance to track ball.

hearing impairment

Ensure student can see your face clearly when giving instructions - use clear lip patterns and facial expressions. Use visual demonstrations extensively - show rather than tell. Written instructions or visual diagrams on board for complex activities. Hand signals for key commands: palm up = stop, pointing = direction, thumbs up = good. Ensure student positioned where they can see you and demonstrations. Buddy system for clarification of instructions. Pre-teach key vocabulary with visual supports.

physical disability

Provide seated version of activities for wheelchair users or students with lower limb difficulties - chair positioned appropriately with racket work focus. Adapted rackets available: lighter weight, shorter length, larger grip, foam versions. Use balloon or larger softer ball if standard tennis ball too challenging. Reduce court size and distances between partners. Allow catching with hands before introducing racket if hand-eye coordination very challenging. Buddy support for equipment collection and movement around space. Modified ready position appropriate to individual needs.

Cross-Curricular Links

English

Developing sports-specific vocabulary and terminology (forehand, backswing, rally, ready position). Articulating learning and giving verbal feedback. Listening skills during instructions and peer feedback. Following sequential instructions for complex skills. Explaining techniques to partners using precise language.

Maths

Counting consecutive hits developing number skills and mental arithmetic. Estimating and measuring distances (10 metres between partners). Understanding angles of racket face and ball trajectory. Spatial awareness and geometry in court positioning. Calculating success rates (5 out of 10 = 50%). Statistics in recording and comparing performance data.

Science

Forces: striking ball applies force, Newton's laws in ball motion. Friction between ball and surface causing bounce. Gravity affecting ball trajectory. Energy transfer from body through racket to ball. Biomechanics of forehand swing - levers in arm, kinetic chain. Cardiovascular system responding to exercise - heart rate elevation during warm-up and game play. Muscle groups used in tennis.

Geography

Directional language and spatial awareness (forwards, backwards, left, right). Mapping movement patterns during Cat and Mouse activity. Understanding space and boundaries (court dimensions). Using landmarks and reference points for positioning.

PSHE

Teamwork and cooperation during partner work and passive rallies. Building resilience through dealing with errors and challenges in skill development. Managing emotions during competitive games. Communication skills in peer assessment and partner activities. Recognising and celebrating success in self and others (direct learning objective). Fair play and sportsmanship during King of the Court. Self-awareness through reflective self-assessment. Growth mindset - understanding that practice leads to improvement.

Teacher Guidance

Positioning

Throughout lesson, position yourself where you can see all students and they can see/hear you. During warm-up, stand centrally. During skill development, circulate continuously making your way around all students. During King of the Court, position between courts moving to provide support where needed. Avoid turning your back to the whole class.

Observation Focus

Watch for: correct V grip throughout lesson, ready position being used between shots, forehand technique showing backswing preparation, contact point in front of body, and follow through. Monitor safety: spacing between students, rackets kept low, balls collected when not in use. Observe engagement: all students active and on-task, positive interactions, resilience when facing challenges.

Intervention Points

Intervene immediately when: safety compromised (students too close, dangerous swinging, trip hazards), negative behaviour observed (poor sportsmanship, unkind comments, exclusion), student struggling significantly (adapt activity or provide additional support), technique significantly incorrect (stop and provide whole-class or individual correction). Use tactical pauses (FREEZE) to regain attention and provide key teaching points.

Demonstration Notes

Always demonstrate new skills yourself or use competent student demonstrator. Demonstrate slowly first showing key points, then at normal speed. Position class so all can see clearly - semi-circle formation often best. Exaggerate key elements for visibility (large backswing, high follow through). Provide commentary during demonstration: 'Watch my racket going back behind my body... now stepping forward... contact here in front... following through high.' Use poor example followed by correct example to highlight differences. Praise student demonstrators specifically.

Verbal Cues

•'Soft touches!' - when ball control is too aggressive
•'Find space!' - when students are crowding
•'Ready position!' - constant reminder between shots
•'Backswing ready!' - to prompt preparation
•'Contact in front!' - to correct contact point
•'Follow through high!' - to complete technique
•'Gentle feed!' - to King of the Court feeders
•'Great resilience!' - when students recover positively from errors
•'Brilliant cooperation!' - when observing good partnerships

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 25m clear area for 30 students with equipment. Ideally outdoor tennis courts or hard playground surface. Can be delivered indoors in sports hall. Wall space (10m+ width) beneficial but not essential.

Surface Check

Dry, even surface essential. Check for wet patches, debris, or uneven areas before lesson. Indoor surfaces must be clean and dry (no dust or moisture causing slip hazard). Outdoor surfaces checked for stones, leaves, or other trip hazards.

Equipment Safety

Safety Checks

•Check all rackets before lesson for loose strings, cracked frames, or splintered handles - remove damaged rackets from use
•Ensure tennis balls are in good condition - discard split or waterlogged balls
•Cones checked for sharp edges or cracks
•Ensure adequate equipment for class size - lack of equipment causes unsafe waiting and crowding
•Rackets appropriate size for Year 7 students - not adult rackets which are too heavy/long

Risk Management

Key Risks

•Collision between students during warm-up or while moving with rackets - medium risk
•Being hit by tennis ball - low risk (ball soft and slow-moving at this level)
•Racket striking another student during swing - medium risk
•Tripping over equipment (balls, cones, rackets on ground) - medium risk
•Slips and falls during dynamic movements - low to medium risk depending on surface
•Overexertion in warm-up or game situations - low risk with proper monitoring
•Muscle strain from inadequate warm-up or stretching - low risk with proper cool-down

Risk Mitigation

•Clear boundaries established and reinforced throughout lesson - students know activity area limits
•Adequate spacing emphasised and monitored during all activities - minimum 2-3 metres between students when striking
•Progressive skill building from simple to complex reduces injury risk from attempting advanced skills too early
•Regular 'FREEZE' and 'STOP' commands to regain control and provide instructions safely
•Rackets kept low during movement and stored safely when not in use - never swung above shoulder height
•Balls collected efficiently between activities to prevent trip hazards
•Warm-up adequately prepares body for dynamic movements
•Cool-down prevents muscle soreness and promotes recovery
•Continuous supervision with teacher positioned for maximum visibility
•Clear instructions given before activities begin including safety points
•Modified equipment (foam balls, lighter rackets) available for students with coordination or strength difficulties

Supervision & Emergency Procedures

Supervision Points

•Position yourself centrally during warm-up with clear view of all groups
•Circulate continuously during skill development providing individual feedback and monitoring safety
•During King of the Court, move between courts ensuring game rules being followed safely
•Monitor for over-competitive behaviour that might compromise safety - intervene immediately
•Watch for signs of fatigue or overexertion - provide breaks if needed
•Keep medical information accessible and be aware of students with asthma, diabetes, or other relevant conditions
•Position yourself to monitor higher-risk areas like multiple courts or wall rally areas

Emergency Procedures

STOP all activity immediately if any injury occurs. Assess situation quickly: minor injury (bumps, ball strikes) - provide first aid and reassurance on-site, student can continue if appropriate. Moderate injury (sprains, significant impact) - sit student down away from activity, apply first aid, send reliable student for additional adult support if needed, do not leave whole class unsupervised. Serious injury (head injury, suspected fracture, breathing difficulties) - STOP all activity, send two responsible students immediately to office for first-aider and senior staff, do not move injured student, provide reassurance, stay with injured student while monitoring rest of class. Always complete accident report forms as per school policy. Contact parents/carers for any injury beyond very minor.