Lesson 1 - Creating Space and Racquet Control
Strategic Foundations & Mastery
•Year 8
•Tennis
•Start Planning Better PE Lessons
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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
Check racquet condition before lesson, ensure grips are secure
Alternative: Badminton racquets for beginners, shorter junior racquets for students needing support
Check ball bounce - discard flat balls
Alternative: Foam balls for students with anxiety about ball speed
For students requiring additional support with timing and control
Alternative: Large foam balls
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
Use to mark court boundaries, targets, and for Space Invaders activity
Alternative: Markers, spots, bean bags
For discussing tactics and court areas
Alternative: Printed diagrams, tablet for displaying court layouts
Introduce at start, reference throughout
Alternative: Digital version on shared device, wall-mounted poster
Key Vocabulary
A sequence of consecutive shots between players where the ball crosses the net multiple times
Holding the racquet as if shaking hands with it, providing versatile control for forehand and backhand
A stroke played on the dominant side of the body with palm facing forward
Moving the ball from side to side across the court to stretch the opponent laterally
Hitting the ball from the front to the back of the court to push opponent away from net
Athletic stance with knees bent, weight on balls of feet, racquet held centrally, ready to move in any direction
The ability to direct the ball accurately to intended targets with appropriate power
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
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