Lesson 4 - Volley Technique
Foundation Skills & Match Play
•Year 7
•Tennis
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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
Check racket strings are intact and grips are secure before distribution
Alternative: Short tennis rackets, badminton rackets for modified practice
Check balls are properly pressurised and not worn
Alternative: Foam tennis balls for less confident students, mini tennis balls
Set up 5-6 mini courts approximately 6m x 4m with clear net lines marked at 2m from baseline
Alternative: Chalk lines, tape, spots
Ensure bibs can be safely tucked into waistbands
Alternative: Bands, coloured markers
Position to capture technique from side-on angle, ensure safeguarding protocols followed
Alternative: Tablet, smartphone on tripod
Key Vocabulary
A shot where the ball is struck before it bounces on the ground, typically played near the net
Using the pace of the incoming ball to redirect it rather than generating your own power through a full swing
A grip where the hand forms a V shape between thumb and index finger, holding the racket with a relaxed hand position
Athletic stance with knees bent, weight on balls of feet, racket held centrally in front of body
Maintaining a locked wrist position during contact to ensure solid ball contact and direction control
The movement and positioning of feet to enable effective shot execution, particularly stepping into shots
The angle of the racket face tilted slightly downward to direct the volley down into the court
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
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.