Lesson 1 - Ready Position & Grip
Foundation Skills & Match Play
•Year 7
•Tennis
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How does being in the 'ready position' help you react faster and play better tennis?
Learning Objectives
- Link skills to perform actions and sequences of movement with a racket
- Demonstrate specific tactical awareness of court positioning and anticipation
- Recognise success in self and others through peer and self-assessment
Key Outcomes
- Students will consistently demonstrate the correct ready position with feet shoulder-width apart and weight on balls of feet
- Students will use the correct V-grip for forehand and modified grip for backhand shots
- Students will link striking skills with movement, returning to centre court position after each shot
Equipment & Resources Required
Check all rackets have intact strings and grips; distribute after hand tennis activities
Alternative: Short tennis rackets, badminton rackets for smaller students
Ensure balls are properly inflated; have spares available for lost balls
Alternative: Foam balls for less confident students, lower bounce balls for better control
Set up in lines to create 'nets' approximately 2m wide for each pair
Alternative: Markers, spots, chalk lines on playground
Mark baselines approximately 10m apart for each pair's court area
Alternative: Use existing netball/tennis court lines, create with rope or chalk
For warm-up relay teams - 5 students per colour
Alternative: Numbered spots, team bands
Key Vocabulary
The athletic stance used in tennis with feet shoulder-width apart, weight on balls of feet, and hands together in front of body, allowing quick movement in any direction
The correct way to hold a tennis racket where the V-shape formed by thumb and forefinger aligns with the racket frame, allowing wrist flexibility
A shot played on the dominant hand side of the body with palm facing forward through the shot
A shot played on the non-dominant hand side of the body with knuckles rotating towards the player
The line at the back of each side of the tennis court from which players start rallies and serves
A sequence of consecutive shots between players where the ball goes back and forth over the net
Reading the game to predict where the ball will go and moving into position before it arrives
Moving sideways across the court with feet not crossing over, maintaining ready position and balance
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic hand-eye coordination from primary school games
- Understanding of simple game rules and scoring
- Experience with throwing and catching activities
- Basic spatial awareness and movement skills
Current Skills
- Adopting and maintaining the ready position
- Using correct racket grip (V-grip for forehand)
- Striking a ball with control using hand and racket
- Moving efficiently around a court area
- Linking movement with striking skills
Next Steps
- Developing forehand and backhand groundstrokes with racket
- Learning basic serving technique
- Understanding court positioning in game situations
- Applying tactics to win points in competitive rallies
Milestone Indicators
Key Teaching Points
- Ready position is the foundation of all tennis movement - feet shoulder-width apart, weight on balls of feet, knees bent, hands together in front
- The V-grip (V between thumb and forefinger aligning with racket frame edge) provides control while keeping wrist flexible
- Always return to centre court position and ready position after every shot to be prepared for the next ball
- Sideways stance to the target is essential for effective striking - shoulders should rotate 90 degrees
- Grip changes between forehand and backhand happen quickly during rallies - practice until automatic
- Tennis is about control before power - focus on technique and consistency especially for beginners
- Fair play and honesty in scoring develops character and sportsmanship essential to tennis culture
Common Misconceptions
- MISCONCEPTION: 'I should stand still in one spot and wait for the ball to come to me.' CORRECTION: Tennis players are constantly moving - the ready position allows quick movement in any direction to get to the ball.
- MISCONCEPTION: 'The harder I hit, the better I am.' CORRECTION: Control and consistency are more important than power, especially when learning. Focus on technique first, power develops later.
- MISCONCEPTION: 'I hold the racket the same way for every shot.' CORRECTION: Forehand and backhand require different grips. You must learn to change grip quickly between shots.
- MISCONCEPTION: 'My feet don't matter, it's all about my arms and racket.' CORRECTION: Footwork is fundamental in tennis - your feet get you into position, and the ready position in your feet allows quick reactions.
- MISCONCEPTION: 'I can stand facing forward and just reach to each side.' CORRECTION: You must turn your body sideways to the target to generate an effective upward striking motion and follow-through.
- MISCONCEPTION: 'Tennis is only for people who are naturally coordinated.' CORRECTION: Tennis skills can be learned by everyone through progressive practice starting with hand striking before rackets.
SEN Adaptations
ADHD
- Short activity bursts with clear time limits (use visual timer). Regular movement breaks already built into active lesson. Clear boundaries marked with cones for spatial clarity. Immediate, specific feedback during activities. Use of student's name to gain attention before instructions. Allow choice between competitive and cooperative in free play. Positioning near teacher during instruction for focus support.
dyspraxia
- Larger, slower balls (foam balls) for easier tracking and contact. Simplified movement patterns - reduce complexity of footwork initially. Extended practice time on each skill before progressing. Demonstrations broken down into smaller steps with repeated modelling. Visual cues (spots on floor) for foot positioning in ready position. Shorter, lighter rackets for easier handling. Patience with grip changes which may take longer to master.
autism spectrum
- Provide visual schedule showing lesson sections and timings at start. Clear, concrete instructions avoiding ambiguous language. Designated 'safe space' at edge of area if overwhelmed by noise/activity. Consistent routines and predictable structure throughout lesson. Pre-teach key vocabulary and ready position before lesson if possible. Offer alternative to competitive games if causing anxiety - cooperative challenge instead.
visual impairment
- Use brightly coloured balls (yellow/orange high-visibility). Provide verbal descriptions of demonstrations with clear directional language. Buddy system with sighted partner for spatial awareness support. Use audible balls (with bells inside) if available. Increase font/size of any visual resources used. Reduce court size for easier navigation.
general strategies
- Use of Teaching Assistant to provide 1:1 or small group support for identified students. Flexible grouping allowing students to work with supportive partners. Multi-sensory teaching - visual demonstrations, verbal explanations, kinaesthetic practice. Celebrate effort and improvement not just achievement. Regular check-ins during activities to ensure understanding and engagement. Scaffolded independence - support when needed, step back when student confident.
hearing impairment
- Ensure student can see teacher's face for lip-reading during instructions. Use exaggerated visual demonstrations with clear gestures. Provide written instruction cards showing ready position and grip. Use visual signals (hand gestures) instead of whistle for STOP/START. Buddy system for relaying instructions. Position student at front of semi-circle during demonstrations.
physical disability
- Seated floor tennis version - students can play from chairs using rackets. Modified equipment - lighter rackets or shorter-handled rackets for easier control. Wheelchair users can participate in floor tennis with adapted court size. Reduce court distance to 5-6m. Allow rolling ball with hand instead of racket if grip difficult. Provide specialist equipment like frame rackets if available.
Cross-Curricular Links
English
Listening skills during multi-step instructions. Speaking skills during peer assessment feedback. Technical vocabulary development (ready position, V-grip, forehand, backhand, baseline, rally). Following and giving instructions during activities.
Maths
Counting consecutive rallies developing number fluency. Keeping score using addition (first to 5, first to 7). Measuring distances for court setup (10 metres, 2 metres). Understanding angles of ball travel and court positioning geometry.
Science
Understanding forces - pushing the ball requires force application. Friction between ball and ground affecting movement. Body systems - heart rate increase during warm-up relay, breathing rate elevation, muscle activation. Biomechanics of ready position - lowering centre of gravity for stability.
Geography
Spatial awareness and court positioning. Understanding directions (left, right, forward, backward) during ready position practice. Mapping movement patterns around court space. Territory and boundaries in floor tennis games.
PSHE
Teamwork and cooperation during paired rally activities. Resilience when rallies break down and restarting positively. Managing competitive emotions during games - winning and losing gracefully. Fair play and honesty in scoring and calling in/out decisions. Self-assessment and honest reflection on own abilities.
Teacher Guidance
Positioning
Stand at corner of teaching space during activities for visibility of all pairs. Move to central position during whole-class instruction. Circulate actively during independent practice approaching different pairs each time.
Observation Focus
Watch for: ready position adoption (feet, knees, weight distribution), grip changes between forehand/backhand, return to centre court movement, sideways stance during strikes, fair play and sportsmanship, students struggling or disengaged who need support.
Intervention Points
Step in immediately if: unsafe racket use occurs, competitive intensity becomes too aggressive, disputes arise between partners, student clearly struggling and disengaging, technique deteriorating significantly, any safety concern emerges.
Demonstration Notes
Always demonstrate with exaggerated, slow-motion clarity first, then normal speed. Use competent student or TA as partner for rally demonstrations. Show incorrect technique then correct for contrast. Position demonstrations where all students can see from their locations. Narrate demonstrations with think-aloud commentary.
Verbal Cues
- •'Feet apart, knees bent, ready to spring!' - ready position reminder
- •'Shoulders sideways, strike upward!' - striking technique cue
- •'Back to centre, ready position!' - movement reminder
- •'Change your grip - forehand or backhand?' - grip awareness
- •'Controlled pushes - help each other succeed!' - cooperative mindset
- •'Freeze and listen!' - attention signal
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m space (full sports hall or outdoor tennis court area). Each pair requires approximately 10m x 5m court space with 2m buffer between courts.
Surface Check
Dry, even surface essential - check for wet patches, uneven areas, debris, or loose equipment before lesson. Indoor sports hall floor or outdoor tarmac/artificial surface suitable. Grass acceptable if dry and flat.
Equipment Safety
Safety Checks
- •Check all 30 rackets have intact strings with no broken/sharp edges
- •Inspect racket grips are secure and not slippery
- •Ensure tennis balls are properly inflated and in good condition
- •Check cones have no sharp edges or cracks
- •Count equipment before and after lesson (30 rackets, 15 balls, 60+ cones)
Risk Management
Key Risks
- •Collisions between students during relay or game activities
- •Racket contact with other students during swinging actions
- •Trips over equipment (cones, balls) if scattered
- •Slips on indoor surface if wet or if students wear inappropriate footwear
- •Ball strikes to face/body during rallies
- •Overexertion in warm-up relay causing muscle strain
Risk Mitigation
- •Clear boundaries established for each pair's court with 2m buffer zones
- •Adequate spacing between relay teams (minimum 3m) during warm-up
- •Reinforce carrying rackets by handle pointing down when moving
- •No swinging rackets during instruction time - 'freeze' command when teaching
- •Progressive skill building from stationary to moving to competitive reduces injury risk
- •Floor tennis keeps ball low reducing risk of facial strikes
- •Adequate warm-up in relay before vigourous activity
- •Differentiation allows students to work at appropriate intensity level
Supervision & Emergency Procedures
Supervision Points
- •Position at corner of teaching area for maximum visibility of all 15 pairs during activities
- •Circulate actively during independent practice to monitor technique and safety
- •Monitor high-activity areas during competitive floor tennis games for intensity
- •Scan whole space regularly rather than focusing on one pair for extended time
- •Listen for sounds of disagreement or frustration and intervene promptly
- •Position during demonstrations where all students can see while you can see all students
Emergency Procedures
STOP command halts all activity immediately. Assess situation - if injury: send responsible student for first aid support, attend to injured student, keep other students seated calmly at edge of space. For minor knocks: brief pause, check student, resume when appropriate. First aid kit accessible at edge of space. Emergency exits clearly identified and accessible.