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Lesson 2 - Forehand Drive and Rallying

Strategic Foundations & Mastery

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Year 8

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Tennis

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58 min

Big Question

How can mastering the forehand drive unlock tactical opportunities in competitive tennis?

Learning Objectives

Develop consistent forehand drive technique with correct grip and body positioning
Sustain cooperative rallies with a partner demonstrating control and accuracy
Apply tactical awareness using width and depth to outmanoeuvre opponents

Key Outcomes

Students will execute forehand drives with improved technique and control
Students will successfully maintain rallies with partners achieving progressive targets
Students will demonstrate tactical application of width and depth in game situations

Equipment & Resources Required

Tennis Rackets

3.5 nets for court divisions

Arranged on benches at court perimeter for easy collection, check all racquets have intact strings

Alternative: Variety of sizes - adult and junior sizes available for comfort and control

Tennis Balls

10 balls

Stored in ball basket at court entrance

Alternative: Pressurised tennis balls in good condition

Cards

15 sets (1 per pair)

Distributed during skill development section, include pencils for recording

Alternative: Laminated cards with forehand drive technique checkpoints

Coloured Cones

20 cones

Used to mark target zones and boundaries for differentiated activities

Alternative: Flat markers or chalk for outdoor courts

Hoops

10 hoops

Placed as targets in specific court zones for accuracy challenges

Alternative: Target zones marked with cones or chalk circles

Key Vocabulary

Forehand Drive

A groundstroke hit with the palm of the hand facing the direction of the shot, used to drive the ball with power and control

Rally

A continuous exchange of shots between players where the ball is kept in play

Ready Position

The athletic stance taken when preparing to receive the ball: knees bent, weight on balls of feet, racquet held centrally

Grip

The way the hand holds the racquet handle, typically Eastern forehand grip for beginners

Width

A tactical concept of moving your opponent side-to-side across the court to create openings

Depth

A tactical concept of hitting the ball deep towards the baseline to push opponents back and reduce their attack options

Agility

The ability to change direction quickly and efficiently whilst maintaining balance and control

Reciprocal Assessment

A peer assessment method where partners observe and provide feedback to each other using structured criteria

Feed

The act of delivering the ball to a partner in a controlled manner to enable successful practice

Backhand

A groundstroke hit with the back of the hand facing the direction of the shot

Skill Progression Pathway

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

Prior Learning

Basic understanding of tennis as a racquet sport
Fundamental hand-eye coordination skills
Experience with cooperative partner activities
Introduction to tennis terminology from Lesson 1

Current Skills

Correct grip technique for forehand shots
Ready position and sideways-on stance
Forehand drive execution with control
Rallying skills with progressive targets
Basic tactical awareness of court positioning

Next Steps

Development of backhand drive technique
Integration of footwork and movement patterns
Advanced tactical play including serving
Competitive match play with scoring systems

Milestone Indicators

Consistent contact with the ball using forehand technique

Maintaining rallies of 10+ consecutive hits

Demonstrating understanding of width and depth tactics

Providing accurate peer assessment using reciprocal cards

Key Teaching Points

The quality of the feed is fundamental to hitting success - emphasise feeder responsibility throughout lesson
Prioritise early success and control over power - technique develops from confidence not from forcing
Sideways-on body position is the foundation of forehand drive technique - repeat this cue constantly
Contact point must be out in front of the body, not beside or behind - demonstrate optimal zone clearly
Follow-through matters as much as backswing - complete swing path creates control and power
Rallying requires cooperation not competition - both partners working together to maintain the ball in play
Tactical depth (hitting deep) is more effective than power for outmanoeuvring opponents - emphasise in games

Common Misconceptions

Misconception: 'Hitting harder makes me better.' Correction: Emphasise control and placement over power. Demonstrate how controlled, accurate shots win points more consistently than powerful erratic shots. Use game scoring system that rewards depth not power.
Misconception: 'My partner's mistakes are their fault.' Correction: Highlight feeder's responsibility for success. Show how poor feeds make hitting impossible while quality feeds enable success. Build culture of shared responsibility in rallying.
Misconception: 'I should face forward when hitting.' Correction: Constantly reinforce sideways-on positioning. Use exaggerated demonstrations and frequent 'sideways-on!' verbal cues. Have students practice pivoting before every shot to ingrain the movement pattern.
Misconception: 'The racquet grip doesn't matter much.' Correction: Explicitly teach that grip is foundation of all technique. Show incorrect grips and demonstrate resulting poor shots. Check grips individually and regularly throughout lesson, correcting immediately.
Misconception: 'I need to hit the ball as soon as possible.' Correction: Teach preparation time is essential. Show complete preparation sequence: ready position, recognise ball coming, pivot sideways, racquet back, then hit. Demonstrate how rushing causes errors while preparation creates success.

SEN Adaptations

ADHD

Structure lesson with frequent activity changes to maintain engagement (multiple short sections rather than extended activities). Provide clear, concise instructions in small chunks - check understanding before proceeding. Use physical demonstrations extensively - show don't just tell. Build in movement and variety throughout. Offer specific, frequent feedback celebrating effort and progress. Position near teacher during instruction for focus support. Allow brief movement breaks if concentration waning. Set individual mini-targets with immediate feedback. Provide fidget tools during sedentary reflection time if helpful.

dyspraxia

Use larger, lighter racquets to reduce motor control demands. Progress to standard tennis balls via orange and green dot balls for slower pace and better reaction time. Break skills into very small incremental steps with extended practice time at each. Provide additional visual demonstrations and verbal cues for technique. Allow longer preparation time before attempting shots. Reduce distance between partners (3-4 metres rather than 5-8). Focus on successful contact over technical perfection initially. Celebrate small achievements frequently. Pair with patient, supportive partner. Consider alternative grip if standard grip too challenging. Use multi-sensory teaching - talk through movements while doing them.

autism spectrum

Provide clear visual schedule of lesson structure displayed throughout - show progression through sections. Establish predictable routines for equipment collection and transitions. Use visual coaching cards with step-by-step photos rather than verbal instructions. Allow sensory breaks if needed - quiet zone available. Give advance warning of transitions ('in 2 minutes we will...'). Reduce social demands by allowing individual practice before partner work if needed. Clear boundaries and expectations with consistent enforcement. Pair with familiar, patient partner.

visual impairment

Use bright yellow or orange high-visibility balls that contrast with court surface. Pair with sighted buddy for spatial navigation and ball tracking. Provide verbal descriptions of demonstrations with clear directional cues (left, right, forward, back). Use auditory cues such as tapping racquet on ground to indicate positioning. Consider beeping or textured balls for severely impaired students. Reduce court size for easier spatial management.

hearing impairment

Ensure student can clearly see teacher's face during all demonstrations and instructions - front row positioning. Use visual demonstrations extensively rather than verbal explanations only. Provide written instruction cards or visual coaching cards with diagrams. Establish clear visual signals for stop/start/changeover (flags, hand signals). Pair with hearing buddy who can relay instructions via sign language if student uses BSL. Ensure eye contact before giving individual feedback.

physical disability

Adapt stance and grip to accommodate individual mobility needs - seated tennis version from wheelchair if needed. Use lightweight racquets or shorter racquets for reduced strength or range of motion. Reduce court size significantly or eliminate movement requirements - ball delivered directly to optimal hitting zone. Allow multiple bounces (unlimited) before return required. Use larger, softer balls (beach ball size if needed) for easier contact. Pair with supportive partner who understands adapted goals. Focus on participation and enjoyment over technical perfection.

Cross-Curricular Links

English

Developing technical vocabulary specific to tennis. Peer assessment requiring clear verbal and written communication. Active listening skills during instruction and feedback. Structuring feedback comments constructively. Following sequential instructions for skill development.

Science

Forces and motion - understanding racquet force transferred to ball, trajectory concepts, impact and rebound. Newton's laws applied to tennis ball flight and bounce. Energy transfer from kinetic energy of swing to ball. Biomechanics of forehand swing - lever systems, rotational movement, muscle groups involved. Cardiovascular response to exercise during warm-up and game play.

Geography

Spatial awareness and court positioning - understanding zones, depth, width as geographical concepts. Directional vocabulary (forward, backward, left, right, diagonal). Mapping movement patterns around court space.

Mathematics

Counting consecutive rally hits developing number sequencing. Calculating total scores during target scoring game involving addition of points (5, 10, 20). Measuring court distances and angles. Creating data tables to track rally progression across lesson. Geometry concepts with court zones (rectangles, tramlines, service boxes).

PSHE

Teamwork and cooperation during partner rallying and group games. Resilience and growth mindset when facing skill challenges. Managing emotions appropriately during competitive situations. Fair play and sportsmanship principles. Supporting peers through constructive feedback. Leadership development through nominated warm-up/cool-down roles.

Teacher Guidance

Positioning

Stand at corner of courts during warm-up for visibility of all students. Move to central position during skill introduction for clear demonstration visibility. Circulate actively during partner work, visiting each pair for individual feedback. Position at side of courts during game application to observe multiple groups, rotating viewing position frequently.

Observation Focus

Watch for correct grip - V-shape positioning on handle. Monitor sideways-on body position during forehand execution - most common error is facing forward. Check contact point is out in front of body, not beside hip. Observe follow-through completion across body to opposite shoulder. During rallies, assess control vs power - students prioritising accuracy. In games, identify tactical awareness - are students attempting depth?

Intervention Points

Step in immediately if safety concerns arise - wild swings, stray balls causing hazards, collisions imminent. Intervene when technical errors persist despite feedback - provide hand-over-hand correction or additional demonstration. Interrupt if frustration escalates - reframe challenges positively, adjust difficulty. Pause games if rules being ignored or disputes arising - clarify expectations. Stop class if noise level prevents instruction being heard.

Demonstration Notes

Demonstrate forehand drive in slow motion initially, breaking down each phase. Repeat at full speed showing fluid complete movement. Use competent student as demonstration partner when showing feeding technique. Exaggerate key teaching points during demo - obvious sideways turn, big racquet back, high follow-through. Show common mistakes then correct technique for contrast. For Texas Tennis, demonstrate legal underarm hit and illegal overarm for clarity.

Verbal Cues

•'Sideways-on!' - frequent reminder during forehand practice
•'Racquet back!' - cue for preparation phase
•'Contact in front!' - reminder of optimal contact point
•'Follow through!' - encourage complete swing path
•'Soft touches!' - when students hitting too hard in rallies
•'Find space!' - during spatial organisation of groups
•'Control not power!' - consistent message throughout lesson
•'Quality feed!' - reminding feeders of their crucial role
•'Ready position!' - returning to athletic stance between shots
•'Hit deep!' - tactical cue during game application

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 3 tennis courts or equivalent space (approximately 30m x 40m total). Courts must have clear run-off space beyond baselines (minimum 3 metres) and between adjacent courts (minimum 2 metres) to prevent collisions.

Surface Check

Tennis court surface must be dry, even, and free from cracks, debris, or standing water. Indoor courts should have non-slip surface. Outdoor courts checked for moss or slippery patches. Court lines clearly visible for boundary awareness.

Equipment Safety

Safety Checks

•All tennis racquets inspected before lesson - strings intact, no broken frames, grips secure with no sharp edges or splinters
•Tennis balls checked for appropriate condition - not split or excessively worn which could cause unpredictable bounces
•Nets secured at both posts with correct tension - no sagging that could create tripping hazard, height checked at 91cm centre point
•Ball baskets stable and positioned at court perimeters not in playing areas
•Cones and markers have no sharp edges and are placed outside active hitting zones

Risk Management

Key Risks

•Ball strikes - tennis balls hit at close range or stray balls causing impact injuries
•Racquet strikes - students accidentally hitting others with racquet swings during practice
•Collisions - students running into each other when retrieving balls or during game activities
•Slips and falls - rapid directional changes on court surface, particularly during agility drills
•Overexertion - students pushing too hard causing muscle strains or cardiovascular distress
•Net post collisions - students running into stationary net posts when focused on ball

Risk Mitigation

•Clear boundaries established for each pair/group with adequate spacing (minimum 5 metres between groups during partner work)
•Explicit instruction that hitters initially hit away from nets towards fences to prevent cross-court ball interference
•Progressive skill building - mastery at each stage before advancing to higher-risk activities (no balls, then balls, then nets, then games)
•Constant supervision with teacher positioning for maximum court visibility - central position rotating to monitor all groups
•Clear STOP signal established and practiced - whistle or verbal 'FREEZE' command that all students respond to immediately
•Retriever role positioned safely behind and to side of hitter, never in line of potential shots
•Stray ball protocol - students collect only when safe, never run across active courts to retrieve
•Differentiated equipment (softer balls) for students with reduced coordination to minimise impact force
•Adequate warm-up and cool-down to prevent muscle injuries
•Regular ball collection breaks to prevent accumulation of hazards rolling into active play areas

Supervision & Emergency Procedures

Supervision Points

•Position centrally during skill development to observe all pairs simultaneously
•Circulate actively during game application moving between courts to monitor technique and behaviour
•Maintain head on swivel - constantly scanning all students not focusing on one group extended time
•Monitor high-activity areas more frequently - nets where students may cluster
•Watch for signs of fatigue or frustration which increase injury risk - intervene proactively
•Position to see entry/exit points - ensure students don't leave area without permission
•Be particularly vigilant during transitions when equipment is moving and organisation is fluid

Emergency Procedures

STOP all activity immediately using whistle or loud verbal command. Assess injured student without moving them unless in immediate danger. Apply appropriate first aid following school protocols. Send reliable student to summon additional help (office, first aider, senior staff) if needed. Ensure remaining students are supervised safely - seated in designated area away from incident. Complete accident report forms as per school policy. Contact parents/guardians for any injury requiring medical attention beyond basic first aid. Review incident to identify any procedural improvements needed.