Lesson 5 - Rally Play & Doubles
Foundation Skills & Match Play
•Year 7
•Tennis
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can excellent footwork and positioning transform your ability to win competitive rallies?
Learning Objectives
- Link good footwork and positioning with a range of shots to play competitive rallies against opponents
- Be reflective and able to recognise success in self and others during competitive play
- Develop tactical awareness in both singles and doubles tennis formats
Key Outcomes
- Students will successfully execute a variety of tennis shots including volleys, smashes, lobs, drop shots and serves
- Students will demonstrate effective court positioning and movement in singles and doubles games
- Students will reflect on their own performance and recognise the successes of others with maturity
Equipment & Resources Required
Check racket grips are secure and strings intact before lesson
Alternative: Short tennis rackets or badminton rackets for students with less strength
Use bucket or basket for each court area to hold spare balls
Alternative: Foam balls or lower compression balls for students needing easier control
Bright coloured cones for visibility, flat-based for safety
Alternative: Chalk lines, rope, or tape for court boundaries
Secure nets properly to avoid tripping hazards
Alternative: Two parallel cone lines 1 metre apart to simulate net height
Position on tripods at court ends for best angle
Alternative: Student smartphones with parent permission, observation sheets
For demonstrating court positions and doubles strategies
Alternative: Laminated court diagram sheets
Key Vocabulary
A shot hit before the ball bounces, usually played near the net
An aggressive overhead shot hit downward, similar to a serve but in response to a high ball
A high arcing shot hit over an opponent who is at the net
A soft shot that barely clears the net, designed to catch opponents off guard
The shot that starts each point, hit diagonally into the opponent's service box
Tennis format with two players per team, requiring coordination and court coverage strategy
Where players stand on the court to best respond to shots and cover space
Choosing the most appropriate shot based on ball position, opponent location, and tactical goals
An exchange of shots between opponents where both are trying to win the point
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic forehand and backhand groundstrokes from previous lessons
- Understanding of tennis court layout and basic rules
- Experience with cooperative rally building
- Foundation level racket control and ball tracking
Current Skills
- Advanced shot variety: volleys, smashes, lobs, drop shots, serves
- Competitive rally play with tactical shot selection
- Court positioning and movement patterns
- Doubles play coordination and communication
- Self and peer reflection skills
Next Steps
- Advanced tactical play and match strategy
- Tournament-style competitive play
- Refined technique for specific shot types
- Leadership roles as coaches or umpires
Milestone Indicators
Key Teaching Points
- Shot variety is essential for competitive success - players who can volley, lob, smash, drop shot and serve effectively are far more challenging opponents than those with only groundstrokes
- Positioning and recovery are as important as shot technique - always return to optimal court position after playing a shot (centre baseline in singles, designated side in doubles)
- Tactical shot selection depends on opponent position - if opponent at net, use lob or passing shot; if opponent at baseline, consider drop shot or approach and volley
- Communication is the key to successful doubles play - verbal calling ('mine!') prevents collision and confusion, builds partnership
- Reflection and recognition of success in self and others demonstrates maturity and supports learning environment - specific praise is most meaningful
- Serve is the foundation of every point - sideways stance, ball toss consistency, weight transfer, and wrist snap are critical elements to develop
- Footwork creates shot opportunities - moving into optimal position allows better technique execution than reaching for poor positions
Common Misconceptions
- MISCONCEPTION: 'The harder I hit the ball, the better the shot.' CORRECTION: Control and placement are more important than power. A well-placed gentle shot beats a powerful shot hit out. Focus on consistency and accuracy first, power develops naturally.
- MISCONCEPTION: 'I should stand still in one position during rallies.' CORRECTION: Tennis requires constant movement. After every shot, recover to optimal position (centre baseline for singles). Always be moving and adjusting to ball and opponent position.
- MISCONCEPTION: 'In doubles, both players should stay at the baseline together.' CORRECTION: Effective doubles uses one player at net and one at baseline, or both at net in advanced play. Staying both back leaves the net area vulnerable to opponents' shots.
- MISCONCEPTION: 'The serve is just like any other shot.' CORRECTION: The serve is unique because you control the ball toss and timing completely. It requires specific technique: sideways stance, consistent toss, weight transfer, and different grip (continental) than groundstrokes.
- MISCONCEPTION: 'Drop shots and lobs are "weak" shots not real tennis.' CORRECTION: These are advanced tactical shots used by professionals. Drop shots catch baseline players out of position; lobs counter net-rushing opponents. They demonstrate smart tactical awareness.
- MISCONCEPTION: 'If I miss a shot, I'm bad at tennis.' CORRECTION: Even professionals miss shots. Tennis is about percentages and learning from errors. Reflection on mistakes leads to improvement. Focus on what you did well AND what to develop.
SEN Adaptations
ADHD
- Short, varied activities maintaining engagement (carousel format ideal); clear, concise instructions with maximum 3 steps at once; frequent positive feedback and encouragement; opportunities for movement throughout (avoid long static explanations); use of visual timers showing time remaining at each station; clearly defined boundaries and spaces; competitive elements to harness energy; regular check-ins during practice; partner with calm, focused peer for stabilising influence; position near teacher during whole-group instruction; allow fidget tool during demonstration times if helpful
dyspraxia
- Use larger-headed rackets for bigger hitting area; use foam balls or larger low-compression balls that travel slower; reduce court size for less ground to cover; provide additional practice time at each carousel station - allow them to stay longer or repeat stations; break down skills into smaller component parts with step-by-step demonstrations; use verbal cues and physical prompts for shot technique; reduce speed of feeds from partners; pair with patient partner; extra warm-up time for body preparation; allow use of wall for individual practice rather than partner if preferred; provide visual markers for court positions (e.g., coloured spots showing where to stand)
autism spectrum
- Provide visual schedule of lesson structure at start (warm-up → carousel → games → cool-down) displayed throughout; advance warning before transitions between sections ('two minutes until we change activity'); clearly defined boundaries for each court area using visual markers; consistent routines for activity starts and stops; option for quieter practice area away from main group if overstimulated; advance explanation of carousel system before starting; use of visual instruction cards at stations reducing verbal processing demand; allow sensory breaks if needed; predictable lesson structure following same format each week
visual impairment
- Use brightly coloured balls (neon yellow or orange) with high contrast against surface; use audible balls (with bells inside) for tracking; provide clear verbal descriptions of court layout and boundaries before activity; assign sighted peer as guide and describer during activities; use tactile markers (textured tape) for court boundary awareness; position close to teacher during demonstrations with opportunity to feel racket and ball; reduce court size for easier navigation
hearing impairment
- Ensure student positioned with clear view of teacher's face during all instructions; use visual demonstration extensively rather than verbal only; provide written instruction cards at carousel stations with diagrams; use hand signals for common commands (e.g., start, stop, rotate); assign hearing buddy to clarify instructions if needed; use visual timers for rotation intervals; ensure eye contact established before giving instructions; exaggerated visual cues for technique points
physical disability
- Modify activities for wheelchair users: allow ball to bounce twice before return, reduce court size, use lighter/larger rackets if needed, play seated or with mobility aid; for students with limited mobility: reduce court size significantly, use foam balls that travel slower, allow ball to bounce multiple times, provide catching rather than hitting option; for limited grip strength: use shorter/lighter rackets or consider hand-held foam paddles; ensure wheelchair-accessible court spaces with smooth surface; pair with empathetic partner who understands adaptations
Cross-Curricular Links
English
Technical vocabulary acquisition (volley, smash, lob, drop shot, serve, rally); verbal communication during doubles play; articulating reflections during plenary; providing peer feedback using specific descriptive language; following complex instructions at carousel stations; reading instruction cards independently
Maths
Scoring systems and addition during competitive games; angles of ball trajectory for different shots; measuring distances for court setup; geometry of court shapes and service box positioning; data collection if recording success rates at carousel stations; percentages if calculating serve success rate (e.g., '4 out of 10 = 40%')
Science
Forces: understanding spin, ball trajectory, power transfer from body to racket to ball. Friction: ball grip on racket strings, shoe grip on court surface affecting movement. Levers: racket as lever arm creating speed and power. Body systems: heart rate changes during activity and recovery; muscle groups used in tennis movements (shoulders, legs, core); aerobic and anaerobic energy systems during rallies
Geography
Spatial awareness and court positioning; understanding angles and directions; mapping movement patterns across court space; recognising zones of court (baseline, mid-court, net area) and their strategic importance
PSHE
Resilience and dealing with setbacks when losing points or games; managing competitive emotions; fair play and honesty with line calls; supporting and encouraging partners in doubles; communication skills when working with others; self-reflection and honest self-assessment; recognising and celebrating others' achievements; respect for opponents; dealing with pressure in competitive situations; teamwork and cooperation in doubles format
Teacher Guidance
Positioning
During carousel: circulate continuously spending 60-90 seconds at each station providing feedback. During game play: position at corner of central courts for visibility of multiple game situations. During demonstrations: position to side with clear view of demonstrator and audience. During plenary: sit within circle maintaining eye contact with all students.
Observation Focus
Carousel stations: technical execution of each shot type, safety awareness, partner cooperation. Game play: shot variety, tactical decision-making, court positioning, movement patterns, fair play, sportsmanship, communication in doubles. Throughout lesson: students demonstrating reflection and recognition of success in self and others (key objective).
Intervention Points
Step in immediately if: unsafe behaviour observed, disputes between students escalating, students struggling significantly unable to progress without support, student injured or unwell, equipment malfunction creating hazard. Provide coaching intervention when: technique errors preventing success, tactical misunderstandings evident, students ready for progression challenge, exemplary play worth highlighting to group.
Demonstration Notes
Use combination of teacher demonstration and student demonstration throughout. Teacher demonstrates initially at carousel introduction showing each shot motion. During carousel: demonstrate at specific stations where students struggling. During game play: pause action to highlight excellent play using student demonstrators (select diverse students not always highest ability). Use exaggerated movements for clarity especially when whole group watching. Accompany all demonstrations with verbal explanation of key points. Film demonstrations where possible for students to analyse.
Verbal Cues
- •During volleys: 'Racket up! Step forward! Punch through!'
- •During smash: 'Point! Sideways! High contact! Snap down!'
- •During lob: 'Open face! Low to high! Follow through up!'
- •During drop shot: 'Soft hands! Tiny swing! Just over!'
- •During serve: 'Sideways! Toss forward! Transfer weight! Snap wrist!'
- •During game play: 'Move your feet! Recover to centre! Great shot selection!'
- •During doubles: 'Call for it! Cover your side! Partner communication!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m clear space for multiple courts. Indoor sports hall ideal or outdoor hard court tennis area. If using playground, need 4-6 court areas marked with minimum 3m spacing between courts.
Surface Check
Dry, even, non-slip surface essential for tennis movements. Check for cracks, debris, water patches or loose equipment before lesson. Indoor wooden sports hall floor ideal. Outdoor tarmac acceptable if dry. Avoid use on grass if wet or muddy.
Equipment Safety
Safety Checks
- •Inspect rackets before lesson - check grips secure, no cracked frames, strings intact
- •Tennis balls should be proper compression for age group - not waterlogged or split
- •Cones must be flat-based non-trip type with no sharp edges
- •Nets if used must be properly secured at both ends and correct height to avoid tripping
- •Remove any equipment not in use from playing area
- •Ensure adequate balls per pair to avoid unnecessary movement between courts
Risk Management
Key Risks
- •Collisions between students particularly during doubles play
- •Students hit by rackets during backswinges or follow-throughs
- •Ball strikes to face or body during volleys or smashes
- •Slips and falls during quick directional changes
- •Tripping over nets, cones, or loose balls
- •Overexertion in competitive situations leading to exhaustion
- •Muscle strains particularly shoulders and legs without adequate warm-up
Risk Mitigation
- •Clear boundaries established for each court with minimum 3m buffer zones
- •Explicit teaching of spatial awareness and checking surroundings before swinging
- •Progressive skill building starting with feeding/throwing before full-power hitting
- •Instruction to maintain safe distance from partner during practice activities
- •Emphasis on controlled play during carousel stations - power builds gradually
- •Regular reminders to be aware of balls rolling from adjacent courts
- •Stop activity immediately if unsafe behaviour observed
- •Ensure thorough warm-up before intense activity and proper cool-down after
- •Monitor intensity during competitive play - provide breaks as needed
- •Station adult supervisor or responsible student as 'ball monitor' to clear loose balls
- •Teach falling safely techniques during warm-up if appropriate
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all courts - elevated position or corner vantage point ideal
- •Continuously scan all playing areas even when working with specific pair
- •Pay particular attention during doubles play when collision risk highest
- •Monitor overhead stations (smash, serve) for adequate clearance
- •Watch for student fatigue during competitive play that might increase injury risk
- •Position near highest-risk activities (e.g., smash station) initially until students demonstrate control
Emergency Procedures
STOP command halts all activity immediately. Assess situation: if injury, appropriate first aid applied by trained first aider, other students moved to safe area away from incident. If minor injury (ball strike, small fall), student sits out and observed before returning. If serious injury, emergency services called, parent/guardian contacted, senior leadership informed immediately. Accident report completed same day. All staff should know location of first aid kit and emergency contact procedures before lesson.