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Lesson 1 - Creating Space and Racquet Control

Strategic Foundations & Mastery

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Year 8

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Tennis

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Big Question

How can you use space strategically to outsmart your opponent in tennis?

Learning Objectives

Understand and demonstrate how to create space on a tennis court using width and depth
Develop racquet control and forehand technique through cooperative rally practice
Apply tactical thinking to game situations, recognising opportunities to exploit space

Key Outcomes

Students will be able to identify and create space during tennis activities
Students will demonstrate improved racquet control and basic forehand technique
Students will apply width and depth tactics in competitive tennis-based games

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racquet condition before lesson, ensure grips are secure

Alternative: Badminton racquets for beginners, shorter junior racquets for students needing support

Tennis Balls

20 balls

Check ball bounce - discard flat balls

Alternative: Foam balls for students with anxiety about ball speed

Orange Tennis Balls

20 balls

For students requiring additional support with timing and control

Alternative: Large foam balls

Nets

4-6 nets

Net height approximately 0.9m at centre for this age group

Alternative: Benches on their side, cones with rope/elastic between, chalk lines on ground

Cones

60+ cones

Use to mark court boundaries, targets, and for Space Invaders activity

Alternative: Markers, spots, bean bags

Whiteboards

For discussing tactics and court areas

Alternative: Printed diagrams, tablet for displaying court layouts

Assessment Matrix

1 per student

Introduce at start, reference throughout

Alternative: Digital version on shared device, wall-mounted poster

Key Vocabulary

Rally

A sequence of consecutive shots between players where the ball crosses the net multiple times

Shakehands grip

Holding the racquet as if shaking hands with it, providing versatile control for forehand and backhand

Forehand

A stroke played on the dominant side of the body with palm facing forward

Width

Moving the ball from side to side across the court to stretch the opponent laterally

Depth

Hitting the ball from the front to the back of the court to push opponent away from net

Ready position

Athletic stance with knees bent, weight on balls of feet, racquet held centrally, ready to move in any direction

Control

The ability to direct the ball accurately to intended targets with appropriate power

Reciprocal play

Playing cooperatively with a partner where both work together to sustain rallies

Skill Progression Pathway

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

Prior Learning

Basic hand-eye coordination from Year 7
Understanding of net/wall games principles
Experience with racquet sports or striking activities
Concept of opponents and scoring in games

Current Skills

Shakehands grip technique
Forehand stroke with controlled contact
Spatial awareness on court
Tactical understanding of creating space using width and depth
Rally maintenance through cooperative play

Next Steps

Introduce backhand technique
Develop serve and return skills
Advanced tactics including shot selection
Competitive match play with scoring

Milestone Indicators

Consistent grip application without reminders

Rally maintenance of 5+ consecutive shots

Deliberate placement of ball to exploit space

Verbal articulation of tactical decisions

Key Teaching Points

Shakehands grip is fundamental - check and reinforce throughout entire lesson consistently
Creating space through width (side-to-side) and depth (short-deep) is the core tactical concept
Cooperation before competition - develop skills through reciprocal play first, then apply to games
Control over power - emphasise accuracy and placement more than hitting hard
Ready position between shots - knees bent, weight forward, racquet central, eyes alert
Watch the ball - eyes tracking ball from release/opponent's hit through contact point
Differentiation is essential - use equipment, rules, space, and support to ensure all succeed

Common Misconceptions

Misconception: 'Power wins in tennis.' Correction: 'Placement and tactics win more often than power, especially at beginner/intermediate level. A well-placed gentle shot beats a powerful wild shot every time.'
Misconception: 'I have to hit it hard to reach the other side.' Correction: 'Tennis balls bounce and travel easily - controlled, medium-paced hits are more effective than wild power.'
Misconception: 'Rally means hitting it away from opponent.' Correction: 'Rally is cooperative - you're working TOGETHER to keep the ball going, hitting TO your partner not away from them.'
Misconception: 'Grip doesn't matter much.' Correction: 'Grip is absolutely fundamental - wrong grip makes every shot harder and limits your development. Shakehands grip is essential to master.'
Misconception: 'I'm rubbish at tennis because I can't do long rallies yet.' Correction: 'This is lesson one! Everyone is learning. Even 3 consecutive hits shows fantastic progress. You'll improve every lesson.'
Misconception: 'Creating space means hitting to the empty area.' Correction: 'Partially correct! But you also create space by moving your opponent out of position, then hitting where they just left. It's about making them move first.'

SEN Adaptations

ADHD

Short, varied activities to maintain engagement (already built into lesson). Clear, simple instructions given in chunks. Visual cues and demonstrations. Regular positive feedback. Allow movement breaks if needed. Use competitive elements to maintain focus. Provide clear boundaries (cones very helpful). Assign specific roles in team games. Use timers to show activity duration. Physical activity nature of PE generally suits ADHD learners well

anxiety

Provide clear structure and expectations reducing uncertainty. Emphasise cooperative not competitive elements initially (rally practice, Tennis Volleyball teamwork). Use softer balls to reduce fear of ball strikes. Allow student to work with chosen friend. Normalise mistakes - 'mistakes help us learn!' Offer opt-out card for overwhelming situations with alternative activity. Build confidence through Bronze ladder success before moving up. Private praise rather than public spotlight

dyspraxia

Use lighter, larger equipment for easier control (larger racquet head, foam balls). Break skills into smaller steps with repeated practice. Provide extra time for skill mastery - no rushing. Use larger targets (hoops instead of cones). Focus on process over outcome. Explicit teaching of motor sequences. Allow additional attempts in activities. Reduce balancing demands where possible. Celebrate effort over perfection. Consider pre-teaching skills in smaller group

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance warning before transitions. Create predictable routines within lesson. Offer quiet zone if sensory overwhelm occurs. Use clear, literal language avoiding idioms. Provide social story about tennis lesson beforehand if helpful. Allow fidget tool between activities if needed. Pair with understanding, patient partner. Celebrate small successes frequently

visual impairment

Use bright yellow or orange tennis balls for maximum visibility. Provide brightly coloured cones for court boundaries. Use verbal descriptions extensively during demonstrations. Pair with sighted buddy for spatial guidance. Consider auditory balls (balls with bells inside) for severely impaired students. Reduce court size for easier tracking. High-contrast lines or additional marking tape for boundaries

hearing impairment

Always face student when giving instructions. Use visual demonstrations extensively - show don't just tell. Provide written instructions or visual cards with activity steps. Use hand signals for common commands (thumbs up = good, pointing = direction). Ensure student can see you during scattered activities. Pair with supportive buddy who can relay information. Use visual scoreboard for points. Consider BSL interpretation if available

physical disability

Wheelchair tennis adaptations: allow two bounces, reduce court size, lower net height if possible. Use lighter racquets or shorter junior racquets requiring less strength. For limited mobility: seated version from chair, smaller targets closer to student. Provide additional time to reach ball. Use softer, slower balls (orange or foam). Modify rules: hitting off cone/tee instead of drop-and-hit. Focus on achievable aspects of technique

general inclusion strategies

Know your students - review SEN register before lesson. Differentiation by equipment, rules, space, and support built throughout lesson. Use mixed ability pairing for peer support. Celebrate all achievements not just elite performance. Create culture where effort and improvement valued over natural ability. Use assessment framework showing multiple pathways to success (Head/Hands/Heart). Ensure language is inclusive and positive throughout

Cross-Curricular Links

English

Key vocabulary development (rally, forehand, grip, tactics). Verbal communication during games ('Mine!', tactical calls). Listening skills during instruction. Descriptive language during reflection. Explaining tactical reasoning in plenary. Reading and understanding assessment criteria

Maths

Scoring and adding points during games (number operations). Measuring distances for court setup (measurement and geometry). Angles of ball travel and racquet face (geometry). Counting consecutive rallies (number sequences). Statistics from ladder tournament (data handling). Estimating time in 30-second challenges

Science

Forces acting on tennis ball (gravity, air resistance, force applied by racquet). Friction between ball and court surface affecting bounce. Newton's laws evident in ball motion. Energy transfer from arm through racquet to ball. Body systems during exercise (cardiovascular, respiratory, muscular). Levers in the body during tennis strokes

DT

Equipment design - why tennis racquets designed with specific shape, materials, string tension. Court design and dimensions for optimal play. Net design and structure. Ball construction affecting bounce and speed

Geography

Spatial awareness and use of space on court. Directions and movement pathways (width = lateral, depth = longitudinal). Mapping movement patterns during games. Understanding of boundaries and areas (court zones). Mental mapping of court positioning

PSHE

Teamwork and cooperation during Tennis Volleyball. Resilience when facing challenges or losing points. Managing emotions in competitive situations. Fair play and honesty (self-scoring, rule following). Building positive relationships with partners and opponents. Setting personal goals and self-assessment. Communication skills development

Teacher Guidance

Positioning

Position yourself at the edge of the court with sight lines to all students during individual work. Circulate between pairs during skill development to provide individual feedback. During Tennis Volleyball, stand centrally to observe both courts. Use corners for maximum visibility during games

Observation Focus

Watch for: correct shakehands grip consistency, tactical decision-making (width and depth application), safety compliance (especially racquet handling), inclusion of all students in team games, fair play and sportsmanship. Note students exceeding or struggling with expectations for differentiation planning

Intervention Points

Intervene immediately if: unsafe racquet handling observed, collisions occurring or imminent, rules not being followed, students excluded or disengaged, equipment malfunction, injury or distress. Use STOP/FREEZE command for immediate attention. Provide positive corrections rather than negative criticism

Demonstration Notes

Always demonstrate with correct technique yourself or use skilled student. Show skills slowly first, then at normal speed. Demonstrate common mistakes and corrections - 'This is what I see... this is what we want.' Use exaggerated movements for visibility to whole class. Provide running commentary during demonstration. For pair work, demonstrate with volunteer showing cooperative interactions

Verbal Cues

•'Shakehands grip - check your V!'
•'Eyes on the ball!'
•'Find the space - where's the biggest gap?'
•'Soft touches - control over power!'
•'Ready position - knees bent, on your toes!'
•'Work together - you're a team!'
•'Brilliant tactics - you used width!'
•'Think before you hit - where's your opponent?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Full tennis court ideal (minimum 23m x 10m), or sports hall with equivalent space. Multiple court areas required for differentiated activities. Minimum 3m clearance around activity areas to prevent collisions between groups

Surface Check

Dry, even surface essential - outdoor courts must be checked for wet patches, leaves, or debris. Indoor courts checked for dust or slippery areas. No cracks, holes, or uneven surfaces that could cause trips. Lines clearly visible and not raised

Equipment Safety

Safety Checks

•Check all racquets before lesson for loose strings, cracked frames, or damaged grips
•Inspect tennis balls - discard flat or damaged balls that don't bounce properly
•Ensure nets are securely attached and appropriate height (0.9m centre)
•Check cones have no sharp edges or cracks
•Verify adequate equipment for class size - no sharing that causes delays/frustration
•Store equipment safely when not in use - balls in baskets not rolling loose

Risk Management

Key Risks

•Collisions between students in Tennis Volleyball (6v6 high density)
•Trips from balls rolling into other activity areas
•Racquet strikes if students swing near others
•Ball strikes to face or body at close range
•Slips and falls on court surface especially during quick directional changes
•Students moving backwards unsafely when tracking ball
•Over-exertion in competitive activities
•Allergic reactions to materials (rare but check medical info)

Risk Mitigation

•Clear boundaries established with cones for each activity area - minimum 3m between areas
•Adequate spacing between students during individual activities (2m minimum)
•Explicit safety instructions: racquets carried vertically when moving, no wild swings
•Regular ball collection to prevent rolling hazards
•Progressive skill building - controlled environments before competitive games
•Tennis Volleyball teams positioned carefully - 2 front, 2 middle, 2 back (not clustered)
•Differentiated equipment (softer balls) for students with anxiety or coordination difficulties
•Lookout for students moving backwards unsafely - teach to shuffle sideways instead
•Adequate breaks during intense activities to prevent over-exertion
•Clear STOP/FREEZE commands established and practised
•Supervision positioned for maximum visibility across all activity areas

Supervision & Emergency Procedures

Supervision Points

•Position at court edge with visibility of all students during scattered activities
•Circulate between pairs during skill development monitoring safety and technique
•Stand centrally during Tennis Volleyball to observe both courts
•During ladder tournament move between areas ensuring fair play and safety
•Particular attention to high-risk moments: Tennis Volleyball (collision risk), backward movement, ball collection
•Monitor student fatigue levels especially in competitive games
•Be aware of students with medical conditions (asthma, diabetes) - ensure inhalers/medication accessible

Emergency Procedures

STOP command given immediately if safety concern observed. Assess situation: minor injury (first aid on site), more serious (follow school protocol, contact first aider/emergency services). Ensure other students moved to safe area during incident management. Accident report completed as per school policy. Parent contact if required. All staff hold relevant first aid qualifications