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Lesson 1 - Ready Position & Grip

Foundation Skills & Match Play

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Year 7

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Tennis

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56 min

Big Question

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

Tennis Rackets

1 per student (30)

Check all rackets have intact strings and grips; distribute after hand tennis activities

Alternative: Short tennis rackets, badminton rackets for smaller students

Tennis Balls

15 (1 per pair)

Ensure balls are properly inflated; have spares available for lost balls

Alternative: Foam balls for less confident students, lower bounce balls for better control

Cones

60-80 (for court markers and nets)

Set up in lines to create 'nets' approximately 2m wide for each pair

Alternative: Markers, spots, chalk lines on playground

Court Markings

As needed for 15 courts

Mark baselines approximately 10m apart for each pair's court area

Alternative: Use existing netball/tennis court lines, create with rope or chalk

Markers

30 (6 colours)

For warm-up relay teams - 5 students per colour

Alternative: Numbered spots, team bands

Key Vocabulary

Ready Position

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

V-Grip

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

Forehand

A shot played on the dominant hand side of the body with palm facing forward through the shot

Backhand

A shot played on the non-dominant hand side of the body with knuckles rotating towards the player

Baseline

The line at the back of each side of the tennis court from which players start rallies and serves

Rally

A sequence of consecutive shots between players where the ball goes back and forth over the net

Anticipation

Reading the game to predict where the ball will go and moving into position before it arrives

Side-stepping

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

Automatically returns to ready position without prompting

Grips racket correctly without checking hand position

Moves to the ball with side-stepping action

Can sustain rallies of 5+ consecutive shots

Demonstrates anticipation by moving before ball arrives

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.