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Lesson 4 - Forehand & Backhand Drills

Strategic Foundations & Mastery

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Year 8

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Tennis

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Big Question

How can you use shot selection and tactical positioning to control the point and force your opponent into making errors?

Learning Objectives

Describe and perform the forehand and backhand drive with correct technique in practice and game situations
Evaluate a partner's performance using specific technical criteria and provide constructive feedback to improve performance
Apply tactical concepts of width and depth to game situations, varying shot direction and power

Key Outcomes

Students will demonstrate consistent forehand and backhand drives with appropriate grip and footwork
Students will use reciprocal coaching cards to assess peers and provide actionable feedback
Students will apply tactical shot placement in competitive game situations

Equipment & Resources Required

Tennis Rackets

4-6 courts depending on facility

Check racquets before lesson for broken strings or damaged frames

Alternative: Variety of junior and adult sizes for appropriate student fit

Tennis Balls

2-3 per pair for beginners (20 total)

Check balls have good bounce and are not worn flat

Alternative: N/A for advanced players

Cards

1 set per pair (15 sets)

Cards should include forehand/backhand technical points and common errors

Alternative: Laminated technique checklists or digital coaching prompts

Dish Cones

20-30

For marking court boundaries, target areas, and modified court sizes

Alternative: Spot markers or chalk lines

Hoops

8-12

For placement drills to develop accuracy and tactical awareness

Alternative: Cones, chalk circles, or taped areas

Key Vocabulary

Forehand drive

A groundstroke hit on the dominant side of the body with the palm facing the direction of the shot

Backhand drive

A groundstroke hit on the non-dominant side of the body with the back of the hand leading

Ready position

Athletic stance with knees bent, weight on balls of feet, racquet up, prepared to move in any direction

Width

Tactical placement of shots to the sides of the court to move opponent laterally

Depth

Tactical placement of shots deep towards the baseline to push opponent back

Grip

How the hand holds the racquet handle, changing between forehand and backhand

Baseline play

Playing strategy that involves staying near the back of the court and hitting groundstrokes

Rally

A sequence of continuous shots exchanged between players before a point is won

Reciprocal teaching

A peer coaching method where one student performs while the other observes and provides feedback

Self-differentiation

Students selecting appropriate challenge level and groupings based on their own ability

Skill Progression Pathway

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

Prior Learning

Basic forehand and backhand stroke introduction from previous lessons
Understanding of ready position and basic court positioning
Experience with cooperative rally play and basic tennis rules
Familiarity with peer assessment concepts

Current Skills

Refining forehand and backhand drive technique with correct grips
Developing consistent footwork patterns for groundstrokes
Applying tactical shot placement using width and depth
Using reciprocal coaching cards for structured peer assessment

Next Steps

Introducing advanced shot variations (topspin, slice)
Developing serve and return tactics
Advanced court positioning and anticipation skills
Match play with strategic game planning

Milestone Indicators

Students can switch between forehand and backhand grips automatically

Students consistently achieve rallies of 10+ shots in practice

Students demonstrate intentional shot placement rather than random returns

Students provide specific, technical feedback using correct terminology

Key Teaching Points

Grip changes are fundamental: students must develop automatic switching between forehand and backhand grips to enable efficient technique
Body rotation generates power: emphasise shoulder and hip rotation rather than arm strength alone for effective groundstrokes
Ready position is home base: students must recover to athletic ready position after every shot to enable quick preparation for next ball
Quality feeding enables quality practice: in reciprocal teaching, the feeder's consistency directly impacts the striker's skill development
Tactics before power: especially at Year 8 level, shot placement using width and depth is more important than hitting hard
Peer assessment develops cognitive understanding: using coaching cards helps students understand technique intellectually as well as physically
Self-differentiation builds autonomy: allowing students to choose appropriate challenge levels develops self-awareness and ownership of learning

Common Misconceptions

Misconception: 'Power comes from swinging harder with your arms.' Reality: Power comes from body rotation, weight transfer, and timing. Correct with demonstrations showing big rotation with smooth swing versus all-arm effort.
Misconception: 'The grip doesn't really matter.' Reality: Incorrect grip severely limits power, control, and consistency. Correct by showing same shot with correct vs incorrect grip - visible difference in result.
Misconception: 'Good players don't need to return to ready position between shots.' Reality: Even professionals recover to ready position - it's what enables quick reaction to next shot. Show video examples of professional players if possible.
Misconception: 'Forehand and backhand are completely different strokes.' Reality: They share fundamental principles (rotation, follow-through, footwork) with grip and leading shoulder as main differences. Emphasise similarities.
Misconception: 'Feedback is just saying good job or bad job.' Reality: Constructive feedback is specific, technical, and includes both strengths and actionable improvements. Model quality feedback explicitly.
Misconception: 'Tactics are only for advanced players.' Reality: Even beginners can apply basic tactics like hitting away from opponent. Introduce tactical thinking early to develop game intelligence alongside technique.

SEN Adaptations

ADHD

Short, varied activities maintaining engagement (already built into lesson structure); clear, concise instructions with visual reminders; movement breaks built in (inherent in PE); immediate feedback and positive reinforcement; defined boundaries and expectations; opportunity to lead activities channeling energy positively; use of self-differentiation allows ownership and choice; frequent check-ins to maintain focus

dyspraxia

Use larger, slower balls (orange or green dot) allowing more reaction time; reduce distance in practice activities for easier success; provide additional practice time on fundamental skills; break down complex movements into smaller steps; use visual demonstration extensively; allow extra time for grip changes and preparation; pair with patient, supportive partner; celebrate small improvements; avoid pressure of competitive games initially until confidence builds

autism spectrum

Provide visual schedule of lesson structure showing activity sequence; clear, consistent routines for transitions; advance warning before activity changes; quiet zone available if sensory overload occurs; pair with familiar, patient partner; simplified coaching cards with less text and more images; consistent court area to reduce environmental change; allow sensory breaks if needed; visual timer showing activity duration

visual impairment

Use bright orange balls for higher visibility; provide verbal descriptions of court layout and boundaries; use brightly coloured markers for court areas; partner with sighted buddy for spatial guidance; use auditory cues such as 'ball coming' warnings; allow closer practice distances; provide high-contrast coaching cards with large print

hearing impairment

Use visual demonstrations extensively rather than verbal instructions only; provide written coaching cards and visual technique guides; establish visual signals for stop/start/change; ensure student can see teacher's face for lip-reading; use buddy system for relaying instructions; provide vibrating timer for activity transitions; position near front during whole-class instructions

physical disability

Seated tennis variation: perform strokes from wheelchair or chair with adapted court size; use lighter racquets or shorter junior racquets; larger slower balls (orange) for easier contact; reduce court dimensions significantly; allow double bounce rule; provide ball tray or feeding device if throwing difficult; ensure accessible court surface for wheelchair users; adapted grips or strapping if grip strength limited

Cross-Curricular Links

English

Verbal communication when giving peer feedback develops speaking and listening skills; using technical vocabulary correctly and in context builds subject-specific language; following and giving instructions during games enhances communication clarity; articulating tactical decisions and self-reflections develops explanation skills

Maths

Counting consecutive shots during rally target challenges develops number fluency; measuring court dimensions and distances for adapted games applies measurement skills; calculating scores in games and tournaments uses addition and subtraction; understanding angles of shot placement links to geometry; analysing statistics of successful vs unsuccessful shots applies data handling

Science

Understanding forces applied to ball during shots links to physics concepts of force, motion and energy transfer; recognising how body systems respond to exercise (increased heart rate, breathing rate, temperature) connects to biology; exploring friction between ball and court surface, and air resistance affecting ball flight demonstrates scientific principles; biomechanics of efficient technique links to body levers and movement efficiency

Geography

Understanding court spatial dimensions and positioning relates to mapping and spatial awareness; directional language (left, right, forward, back, diagonal) links to compass directions; tactical use of space connects to geographical concepts of area and positioning

PSHE

Teamwork and cooperation during paired practice develops relationship skills; providing constructive feedback teaches communication and empathy; sportsmanship in competitive games demonstrates respect and fair play; resilience when facing challenges or making errors builds emotional regulation; self-differentiation and honest self-assessment develops self-awareness; leadership opportunities during warm-up and cool-down build confidence and responsibility

Teacher Guidance

Positioning

During practice activities, position centrally with back to wall/fence for visibility of all pairs working across courts. During game application, circulate between different courts spending 1-2 minutes observing each group. During demonstrations, position to side of demonstrating pair with class gathered in semi-circle for safe visibility. During student-led warm-up/cool-down, position at edge of group observing leader and supporting as needed.

Observation Focus

Technical focus: grip changes between forehand/backhand, body rotation and shoulder turn, footwork and weight transfer, follow-through completion. Tactical focus: shot placement showing intentional use of width and depth, court positioning and recovery to ready position. Safety focus: spacing between students, ball collection to prevent trips, controlled movements not wild swings, fatigue levels especially in final activities. Social focus: quality of peer feedback, sportsmanship in games, cooperation in groups, leadership development.

Intervention Points

Intervene immediately if: safety concern evident (inadequate spacing, wild racquet swings, balls accumulating on court), poor feeding preventing partner's practice success, technique breakdown to extent that practice is ineffective, peer feedback is overly critical or unhelpful, game disputes arising without resolution, students struggling with self-differentiation choices. Pause whole class if: common technical error evident across multiple pairs requiring whole-group re-teaching, safety issue affecting multiple groups, transition not working smoothly. Provide individual support if: specific student struggling significantly with technique, SEND adaptations needed, medical concern arising.

Demonstration Notes

Use mix of teacher demonstration and student demonstration throughout lesson. Teacher demonstrates: initial grip and ready position instruction for clarity and accuracy. Student demonstrates: during practice activities select students showing good technique at various ability levels not just advanced performers - celebrates progress and shows achievable models. During demonstrations, exaggerate key technical points for visibility - larger shoulder turn, extra high follow-through. Use 'freeze-frame' technique: pause mid-movement to highlight body position. Provide running commentary during demonstrations: 'Watch how [student] checks their grip first... notice the shoulder turn... see that full follow-through.' Ask observing students: 'What did you see that was excellent there?' Build analytical skills and vocabulary.

Verbal Cues

•'Soft hands!' - for relaxed grip pressure
•'Turn and burn!' - for shoulder rotation
•'Step and swing!' - for coordinating footwork with stroke
•'Follow through!' - for completing swing path
•'Home base!' - for recovering to ready position
•'Think tactics!' - for intentional shot placement
•'Quality over speed!' - for maintaining technique under pressure
•'Be specific!' - for detailed peer feedback

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 4 tennis courts or equivalent space (approximately 30m x 20m total area). Indoor sports hall or outdoor tennis courts suitable. Clear run-off space beyond court boundaries (2m minimum) to prevent collisions with walls or fencing.

Surface Check

Tennis courts: check surface is dry, free from loose stones, cracks, or water puddles. Indoor halls: ensure floor is clean, dry, not slippery from dust or previous activities. Outdoor courts: check for leaves, debris, or standing water especially after rain.

Equipment Safety

Safety Checks

•Check all racquets before lesson for broken strings, cracked frames, or loose grips - remove damaged equipment
•Verify tennis balls have adequate bounce and are not worn flat or split
•Ensure nets are securely fastened at correct height (0.914m) with no loose posts or trip hazards from net tape
•Coaching cards laminated or in protective sleeves to prevent paper cuts
•Any target markers (cones, hoops) positioned safely away from running paths

Risk Management

Key Risks

•Racquet contact between students during practice swings - maintain adequate spacing
•Trips and falls from balls on court surface during activity
•Collisions between students during game play especially when retrieving wide shots
•Ball strikes to face or body during practice or games
•Muscle strains from inadequate warm-up or poor technique
•Overheating in warm weather during extended activity
•Fatigue leading to decreased technique and increased injury risk in final activities

Risk Mitigation

•Clear boundaries established and reinforced - minimum 3m spacing between practice pairs
•Regular ball collection between activities to prevent accumulation on court surface
•Emphasise calling 'Ball!' loudly when retrieving to alert others
•Teach awareness of surroundings - checking before swinging racquet
•Comprehensive warm-up including dynamic stretching and tennis-specific movements
•Progressive skill building from static practice to dynamic games reduces injury risk
•Water breaks provided especially in warm conditions
•Cool-down includes appropriate stretching for recovery
•Modified equipment (orange/green balls) for less experienced students reduces ball speed and impact risk
•Teacher positioning for maximum visibility of all activity areas

Supervision & Emergency Procedures

Supervision Points

•Position centrally during practice activities for visibility of all pairs
•Circulate during game application between different courts monitoring safety and technique
•Monitor high-activity areas particularly King/Queen of Court games for competitive intensity
•Watch for fatigue indicators especially towards end of lesson - flushed faces, decreased technique quality, heavy breathing
•Supervise transitions between activities to prevent rushing or collisions
•Identify students with existing injuries or conditions requiring modified participation
•Ensure adequate spacing maintained throughout - intervene if students too close

Emergency Procedures

Stop all activity immediately with loud 'STOP!' command. Assess situation: minor injury (tennis ball impact, minor trip) - provide first aid and comfort, continue lesson if appropriate. Significant injury (collision, fall, suspected sprain/fracture) - send responsible student for additional staff support/first aider, keep injured student still and comfortable, other students moved to safe area under supervision, follow school accident procedures. Emergency services called if serious injury. Accident recorded in school system. Parents informed of any injuries sustained.