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Lesson 4 - Volley Technique

Foundation Skills & Match Play

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Year 7

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Tennis

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Big Question

How do we hit a backhand differently from a forehand?

Learning Objectives

Develop the ability to link skills to perform actions and sequences of movement in tennis
Master the technical differences between forehand and backhand volley execution
Apply volley skills in competitive game situations with consistency and control

Key Outcomes

Students will execute both forehand and backhand volleys with correct technique
Students will demonstrate the ability to transition between forehand and backhand volleys in sequence
Students will apply volley skills effectively in competitive game scenarios

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket strings are intact and grips are secure before distribution

Alternative: Short tennis rackets, badminton rackets for modified practice

Tennis Balls

15 (1 per pair minimum, extras for games)

Check balls are properly pressurised and not worn

Alternative: Foam tennis balls for less confident students, mini tennis balls

Cones

6-8 for warm-up circles

Set up 5-6 mini courts approximately 6m x 4m with clear net lines marked at 2m from baseline

Alternative: Chalk lines, tape, spots

Bibs

6-8 for warm-up activity

Ensure bibs can be safely tucked into waistbands

Alternative: Bands, coloured markers

Video Device

1 (optional)

Position to capture technique from side-on angle, ensure safeguarding protocols followed

Alternative: Tablet, smartphone on tripod

Key Vocabulary

Volley

A shot where the ball is struck before it bounces on the ground, typically played near the net

Deflection

Using the pace of the incoming ball to redirect it rather than generating your own power through a full swing

Relaxed V Grip

A grip where the hand forms a V shape between thumb and index finger, holding the racket with a relaxed hand position

Ready Position

Athletic stance with knees bent, weight on balls of feet, racket held centrally in front of body

Firm Wrist

Maintaining a locked wrist position during contact to ensure solid ball contact and direction control

Footwork

The movement and positioning of feet to enable effective shot execution, particularly stepping into shots

Downward Angle

The angle of the racket face tilted slightly downward to direct the volley down into the court

Net Play

Tennis shots and tactics executed when positioned close to the net

Skill Progression Pathway

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

Prior Learning

Basic racket grip from previous lessons
Understanding of ready position
Experience with forehand groundstrokes
Basic hand-eye coordination with racket and ball

Current Skills

Forehand volley technique with deflection action
Backhand volley technique with opposite side contact
Transitioning between forehand and backhand volleys
Controlled deflection with firm wrist position

Next Steps

Volleys in full court rally situations
Advanced net play strategies
Combining volleys with other shots in match play
Tactical positioning at the net

Milestone Indicators

Consistent return of 7 out of 10 volleys on first bounce

Smooth transition between forehand and backhand sides

Maintaining ready position between shots

Demonstrating controlled deflection rather than striking

Key Teaching Points

Volley technique is about deflection not striking - use the ball's pace, don't generate your own with a big swing
Firm wrist position is essential for control on both forehand and backhand volleys - any wrist collapse causes loss of direction
Footwork differs between sides: forehand uses opposite foot step, backhand uses racket-side foot step - this is crucial for balance
Ready position must be reestablished after every volley to prepare for either side - this is what enables smooth transitions
Racket face angle is downward (top edge tilted over bottom edge) to direct ball into court not up and over baseline
Relaxed V grip is maintained throughout - no grip change between forehand and backhand volleys, unlike groundstrokes
Contact point is out in front of the body on both sides - reaching back causes loss of control and power

Common Misconceptions

Misconception: 'I need to swing hard to get the ball back' - Correction: The ball's incoming speed provides the pace; you just redirect it with a short, controlled movement
Misconception: 'Backhand volleys use a different grip from forehand' - Correction: The same relaxed V grip is used for both sides, which is different from groundstrokes where some players change grip
Misconception: 'I should step with my front foot' - Correction: You step with the opposite foot to your racket hand on forehand, creating better balance and weight transfer, and racket-side foot on backhand
Misconception: 'My racket should face upward to get the ball over the net' - Correction: The racket face needs a slightly downward angle to control the ball into the court, not upward which causes balls to fly long
Misconception: 'Volleys are easier than groundstrokes' - Correction: Volleys require quick reactions, precise timing, and excellent control because there's no bounce to help gauge the ball
Misconception: 'I can stand anywhere when volleying' - Correction: Positioned too close to the net you have no reaction time; too far back and you lose the advantage of net play - optimal position is about 2 metres from net

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (lesson structure supports this); clear physical boundaries for practice areas; frequent specific feedback and praise; movement breaks built into lesson structure; allow fidget tools during sedentary parts; clearly defined roles in activities; visual and verbal instructions combined; regular check-ins for understanding; position near teacher for redirection if needed

dyspraxia

Allow extra practice time for motor skill development; break skills into smaller component parts; use larger rackets with bigger sweet spot if available; larger, slower foam balls initially; reduce distance for practice; provide physical guidance through movement patterns; focus on one technique point at a time not multiple simultaneously; celebrate small increments of progress; buddy support for complex activities; allow shadowing movements before adding ball

autism spectrum

Provide visual schedule showing lesson structure and transitions; minimise sensory overload by using quieter space if possible; clear, concrete instructions repeated consistently; warning before STOP commands or changes; structured routines for equipment collection and practice setup; reduce unpredictability by announcing what's coming next; quiet zone available if overwhelmed; peer buddy for support; visual cues for technique points

visual impairment

Use bright yellow or orange tennis balls for better visibility; provide verbal descriptions of all demonstrations; buddy system with sighted peer for spatial awareness; use audible balls if available; reduce court size for easier navigation; ensure feeder provides verbal cue before feeding ball; position student in area with best lighting

hearing impairment

Ensure student can see teacher's face during all instructions for potential lip-reading; use visual demonstrations extensively; provide written instruction cards with key technique points; use clear visual signals for STOP command (raised hand); buddy system with peer who can relay instructions; position near teacher during demonstrations; use visual countdown for game timing

physical disability

Modified court size and distances based on mobility; allow seated position for practice if needed; lighter racket or modified grip size; larger, slower foam balls; partner or TA can feed at closer distance; focus on upper body technique if lower body movement limited; celebrate technique quality over success rate; modified scoring in games to ensure success opportunities

Cross-Curricular Links

English

Using technical vocabulary accurately to describe technique; providing constructive verbal feedback to peers; articulating understanding of differences between forehand and backhand; following verbal instructions; communicating effectively during team activities

Maths

Counting successful volleys and calculating success rates as percentages; measuring court dimensions and distances; angles of racket face and ball trajectory; data collection and analysis if recording statistics; spatial awareness and geometry of court positioning

Science

Forces - how deflection uses the ball's incoming force rather than generating new force; angles of incidence and reflection when ball contacts racket; friction between ball and racket strings; energy transfer during volley action; cardiovascular system response during exercise; muscle groups used in volley technique

Geography

Spatial awareness and positioning on court; directions (forehand side/backhand side); mapping movement patterns during games; understanding boundaries and zones on court

PSHE

Teamwork and cooperation during partner practice; resilience when facing challenging new skills; managing emotions during competitive games; fair play and sporting behaviour; supporting others' learning through peer assessment; setting personal goals for improvement; growth mindset development

Teacher Guidance

Positioning

Position yourself where you can see all pairs/groups simultaneously. During demonstration, ensure all students have clear sightline. During practice, circulate in a pattern that allows you to observe each pair multiple times. During games, position centrally to monitor multiple courts.

Observation Focus

Watch for: correct grip and ready position establishment, opposite vs same-side foot stepping, firm wrist on contact, deflection action not full swing, racket face angle (downward tilt), return to ready position between shots, feeding quality and consistency, success rates indicating appropriate challenge level, safety - spacing and control, social interactions and sporting behaviour.

Intervention Points

Intervene immediately if: unsafe spacing or behaviour observed, racket control becoming dangerous, competitive behaviour inappropriate, feeding quality preventing partner success, significant technique errors persisting across multiple attempts, student frustration or disengagement observed, equipment issues identified, students not following instructions.

Demonstration Notes

Demonstrate from multiple angles so all students can see clearly. Exaggerate key technique points for visibility - particularly knee bend, foot step, wrist firmness. Show contrast between correct and incorrect technique (without identifying specific students as examples of incorrect). Use slow-motion demonstration for complex skills then normal speed. Repeat demonstrations as needed. If available, use competent student to demonstrate while you commentate. For footwork, demonstrate from front-on so students can mirror directly.

Verbal Cues

•'Firm wrist!' - to remind about wrist position during volleys
•'Deflect don't strike!' - when students taking too big a swing
•'Ready position!' - to remind about resetting between shots
•'Opposite foot!' - when cueing forehand footwork
•'Racket-side foot!' - when cueing backhand footwork
•'Angle it down!' - when racket face too open
•'Watch the ball!' - when eyes leaving ball at contact
•'Help your partner!' - to encourage appropriate feeding
•'STOP!' - emergency freeze command

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum playing area of 25m x 20m for full class of 30 students to practice in pairs with adequate spacing. For court-based games, each mini court requires 6m x 4m plus 3m buffer zone around it.

Surface Check

Dry, even surface essential for safe movement and footwork. Check for water, debris, or uneven areas before lesson. Indoor sports hall or outdoor hard court surface ideal. Avoid grass if wet or uneven.

Equipment Safety

Safety Checks

•Inspect all tennis rackets before distribution - check for cracked frames, loose grips, broken strings
•Verify tennis balls are in good condition without significant wear or splits
•Check cones have no sharp edges or cracks
•Ensure rackets are appropriate size for Year 7 students (typically 27 inch rackets)
•Confirm bibs are clean and in good repair for warm-up activity
•If using video device, ensure it's positioned safely out of play area

Risk Management

Key Risks

•Collision between students during warm-up activity - groups moving rapidly
•Racket contact between students standing too close during practice
•Stray balls causing trips or slips if students run onto them
•Ball strikes to face or body from volleys or feeds
•Rackets slipping from hands during swinging motion
•Over-exertion during competitive games particularly for less fit students
•Arguments or excessive competitive behaviour during games

Risk Mitigation

•Establish clear boundaries for warm-up with adequate spacing between groups (minimum 4 metres)
•Enforce 7-metre spacing between pairs during volley practice to prevent racket contact
•Use 'STOP' command that requires immediate freeze and attention to teacher
•Teach and enforce proper racket grip to prevent slipping
•Brief all students on awareness of others and ball location
•Remind feeders to feed gently and appropriately - not over-hitting
•Monitor competitive intensity and intervene if becoming unsafe or inappropriate
•Ensure students warm up thoroughly before intensive volleying
•Position students so balls travel away from other groups not towards them
•Establish clear court boundaries and buffer zones for game play
•Reinforce sportsmanship expectations before competitive activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility across all practice pairs/groups
•During warm-up, monitor particularly for over-physical contact
•During practice, circulate between pairs checking spacing and technique
•During games, position to see multiple courts/games simultaneously
•Monitor high-activity areas where multiple students are moving
•Watch for signs of fatigue or frustration that might lead to unsafe behaviour
•Be particularly vigilant during transition times when equipment is being moved

Emergency Procedures

Use STOP command immediately if any safety concern observed. All students freeze and attention to teacher. Assess situation - if injury, appropriate first aid provided with assistance from first aider if needed. For minor issues, address and reset activity. For serious concerns, activity modified or stopped. Emergency services contacted if required. Incident recorded following school protocols.