Lesson 4 - Backhand and Forehand Volleys
Technical Mastery & Tactics
•Year 8
•Tennis
•Start Planning Better PE Lessons
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How do we hit a backhand differently from a forehand?
Learning Objectives
- Develop the ability to link tennis skills to perform actions and sequences of movement
- Understand and execute the key differences between backhand and forehand volley techniques
- Apply volley techniques in competitive game situations with consistency
Key Outcomes
- Students will demonstrate controlled forehand and backhand volleys with correct footwork
- Students will link ready position, movement, and volley technique in fluid sequences
- Students will apply volley skills in game situations, showing tactical awareness
Equipment & Resources Required
Check racket grips are secure and strings are intact before lesson
Alternative: Short tennis rackets, badminton rackets for students with coordination difficulties
Have extra balls available around court edges for quick retrieval
Alternative: Foam tennis balls, low-compression balls for easier control
Use to mark 7m distances for partner work and court boundaries for games
Alternative: Marker discs, chalk lines on playground
Used for warm-up game to identify defenders
Alternative: Coloured bands or markers
Pre-mark courts before lesson if possible; courts should be approximately 5m x 8m
Alternative: Tape, rope, or existing playground markings
Centre points for warm-up circles
Alternative: Cones, chalk marks
Ensure charged and ready for filming game application
Alternative: Not essential but valuable for assessment
Key Vocabulary
A shot where the ball is struck before it bounces on the ground, typically near the net
Using the pace of the incoming ball to redirect it rather than adding power through a swing
Athletic stance with knees bent, weight on balls of feet, racket held at chest height, ready to move in any direction
A grip where the hand forms a V shape on the racket handle, held loosely for quick racket face adjustment
Keeping the wrist locked and stable during contact to control the direction of the ball
The tilt of the racket face, angled slightly downward for volleys to direct the ball into the court
The movement and positioning of feet to achieve balance and reach the ball effectively
Linking multiple skills together in a flowing chain: ready position → movement → stroke → recovery
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic grip and racket control from previous lessons
- Understanding of forehand technique and ready position
- Ability to track and react to a moving ball
- Experience with partner cooperative drills
Current Skills
- Relaxed V grip for volleys
- Deflection technique rather than striking
- Opposite foot stepping for balance
- Linking forehand and backhand volleys in sequences
- Maintaining firm wrist and downward racket angle
Next Steps
- Combining volleys with groundstrokes in rallies
- Advanced positioning at the net for tactical advantage
- Using volleys strategically to control points
- Developing touch and placement on volleys
Milestone Indicators
Key Teaching Points
- Deflection not striking: Volleys use the ball's pace redirected by a short, controlled racket movement, not a big swing - emphasise throughout lesson
- Firm wrist essential: Wrist must stay locked on contact to control ball direction - demonstrate floppy vs firm wrist contrast
- Racket angle downward: Face angled 10-15 degrees down directs ball into court, not up and out - show angle clearly
- Opposite foot steps on forehand: Left foot forward for right-handers creates balance and power - drill this pattern
- Same-side foot steps on backhand: Right foot forward for right-handers on backhand - clarify difference from forehand
- Ready position between shots: Athletic stance with racket up and weight forward allows quick reaction - emphasise recovery
- Difference between forehand and backhand: Footwork, hand position (palm vs back of hand), and body rotation vary - answer the big question clearly
Common Misconceptions
- Misconception: Volleys require a big swing like groundstrokes. Correction: Volleys use deflection with minimal backswing - the ball's pace does the work, we just redirect it.
- Misconception: You need to hit the ball hard to be successful. Correction: Control and placement matter more than power - aim for first-bounce returns to partner, which requires controlled deflection.
- Misconception: The same footwork works for both forehand and backhand. Correction: Footwork is opposite - forehand uses opposite foot stepping, backhand uses same-side foot for right-handers.
- Misconception: Grip needs to change between forehand and backhand volleys. Correction: At this level, the relaxed V grip works for both - we rotate the racket face, not change the grip.
- Misconception: Looking at where you want the ball to go is most important. Correction: Watch the ball onto your racket first - then the follow-through directs it to target.
- Misconception: Backhand is just a mirror image of forehand. Correction: While similar principles apply, the biomechanics are different - back of hand leads, different foot steps, feels less natural initially and requires more practice.
SEN Adaptations
ADHD
- Keep activities short and varied - build in movement and changes; provide clear, simple instructions (1-2 steps at a time); use visual and verbal cues combined; position near teacher during instructions; allow fidget tools during seated explanations if needed; provide specific, immediate feedback frequently; use countdown timers to create urgency and focus; break down complex skills into smaller chunks; offer leadership roles (equipment manager, demonstrator) to channel energy; celebrate effort and focus as much as outcomes
dyspraxia
- Use larger, lighter equipment (foam balls, junior rackets) for easier control; reduce complexity of footwork initially - focus on upper body technique first, add footwork gradually; provide extra practice time on each skill before progressing; allow closer partner distance (5m); use bright floor markers showing where to stand and where to step; demonstrate multiple times slowly; provide hand-over-hand guidance for grip and movement; break down skills into smaller sequential steps; celebrate any successful execution; allow additional time for motor planning; pair with patient, encouraging partner
autism spectrum
- Provide visual schedule showing lesson structure before starting; use timer to show time remaining in each activity; establish clear routines for transitions; allow noise-reducing headphones if overwhelming; provide quiet zone option if sensory overload occurs; use consistent, literal language avoiding idioms; give advance warning of changes; pair with familiar, supportive partner; offer alternative to competitive games if anxiety-inducing; provide written instructions as backup to verbal; celebrate small achievements to build confidence
visual impairment
- Use brightly coloured balls (yellow/orange) for easier tracking; provide additional verbal descriptions of technique during demonstrations ('I'm stepping with my left foot now'); use sound-making balls (bells inside) if available; assign sighted buddy to provide verbal guidance; position close to teacher for demonstrations; use tactile guidance to position body and racket correctly; reduce court size for easier spatial navigation
hearing impairment
- Ensure student can see teacher clearly during all demonstrations and instructions; use visual signals for stop/start (raised hand, coloured flags); provide written instruction cards showing key technical points; demonstrate all techniques multiple times; assign communication buddy who can sign or clarify instructions; use visual feedback (thumbs up, nodding) during practice; ensure facing student when giving verbal cues so they can lip-read
physical disability
- Seated version of warm-up game (wheelchair users can be defenders spinning to block); use lighter rackets or short tennis rackets for reduced strength; allow closer distance for volleys (3-5m instead of 7m); larger, softer balls (foam tennis balls) for easier control; allow catching ball before volleying if hand-eye coordination significantly affected; modify games with appropriate boundaries and rules (larger court area, more bounces allowed); ensure wheelchair-accessible courts/surfaces; provide additional rest breaks as needed
Cross-Curricular Links
English
Technical vocabulary development and accurate use of terms; verbal communication skills during teamwork; listening skills for instructions and feedback; providing constructive peer feedback with clear explanations; articulating understanding during plenary discussion
Maths
Angles of racket face and ball trajectory; measuring distances for court setup (7 metres, 2 metres); counting and scorekeeping in games; percentages when calculating success rates (successful volleys out of total attempts); geometry of court shapes and areas
Science
Forces - deflection uses the ball's kinetic energy and redirects it with racket providing force; Newton's laws - equal and opposite reactions when racket meets ball; friction between ball and court surface affecting bounce; anatomy and physiology - muscle groups used in volleys (forearm flexors/extensors, shoulder rotators, core stabilizers); cardiovascular response to exercise - heart rate increase during activity and decrease during cool-down
Geography
Spatial awareness and understanding of court dimensions; directions and positions (baseline, net, left/right sides); mapping movement patterns across court space during games; positional vocabulary (opposite, adjacent, perpendicular)
PSHE
Teamwork and cooperation during partner practice and team games; resilience and growth mindset when facing challenging skills (backhand difficulty); managing emotions when winning or losing games; communication skills during peer assessment feedback; self-awareness through honest self-assessment; respect and fair play in competitive situations; supporting others to succeed
Teacher Guidance
Positioning
Warm-up: Position on perimeter where all groups visible simultaneously, move to intervene if needed. Skill introduction: Central position in semi-circle formation for visibility to all students. Skill development: Active circulation between pairs (1-2 minutes per pair) providing individualized feedback, avoid staying static. Game application: Continuous circulation between game courts, pause to observe each game, position allows view of 2-3 courts simultaneously. Cool-down: Join circle or position where visible to all students.
Observation Focus
Forehand volley: Opposite foot stepping (left for right-handers), firm wrist on contact, racket face angled 10-15 degrees down, deflection not swing, consistent first-bounce returns. Backhand volley: Same-side foot stepping (right for right-handers), back of hand leading, firm wrist maintained, downward angle, body rotation. Skill sequencing: Ready position adopted between shots, smooth transition forehand to backhand, maintained technique quality throughout sequences. Safety: Spacing maintained, controlled movements, no wild swinging, emotional state positive.
Intervention Points
Intervene immediately if: Unsafe behaviour (wild swinging, rough contact, running into others), equipment used incorrectly creating hazard, student showing distress or frustration escalating, technique so poor that injury risk increases, arguments or disputes affecting lesson flow. Intervene supportively if: Student struggling significantly with technique (provide individual coaching), pairs mismatched causing frustration (adjust pairings), activity too easy/hard for certain students (adjust difficulty), student disengaged or off-task (re-engage with targeted questioning/role).
Demonstration Notes
Demonstrate: Exaggerate key technical points for visibility - larger knee bend, clear foot step, obvious wrist firmness. Show slow-motion first, then normal speed. Demonstrate incorrect technique followed by correct technique for contrast ('Not like this... like THIS!'). Use student volunteers to demonstrate when they show excellent technique - this is powerful for peer learning. Always demonstrate from multiple angles (front, side, behind) so all students see clearly. Narrate during demonstration: 'Watch my left foot stepping forward... see my wrist staying firm... notice the racket angle pointing down.' Repeat demonstrations as needed - don't assume once is enough.
Verbal Cues
- •'Firm wrist!' - reminder during volleys when wrist collapsing
- •'Angle it down!' - when racket face too open
- •'Opposite foot!' - forehand footwork correction
- •'Soft touches!' - when students hitting too hard
- •'Ready position!' - between shots reminder
- •'Back of hand leads!' - backhand technique cue
- •'Deflect, don't strike!' - reminding key concept
- •'Watch the ball!' - when students not tracking
- •'Move your feet!' - when reaching instead of moving
- •'Stay balanced!' - when students off-balance
Safety Considerations
Space & Surface Requirements
Space Requirements
Large space required: minimum 20m x 30m for class of 30. Tennis courts ideal; sports hall or large playground suitable. Clear space needed for multiple pair activities and mini courts.
Surface Check
Dry, even surface essential for safe movement and footwork. Check for wet patches, debris, or uneven areas before lesson. Hard court or indoor sprung floor appropriate. Grass acceptable if dry and even.
Equipment Safety
Safety Checks
- •Check all racket grips secure and no loose material
- •Inspect racket strings for breaks that could cause racket failure
- •Verify tennis balls are in good condition - no splits or excessive wear
- •Ensure cones have no sharp edges or broken parts
- •Check bibs are clean and in good repair
- •Test court markers are secure and won't create trip hazards
Risk Management
Key Risks
- •Collisions between students during warm-up and games - moderate risk
- •Ball strikes to face or body - low to moderate risk
- •Tripping over equipment, balls, or court markings - low risk
- •Racket strikes to self or others during swing - low risk if technique taught correctly
- •Muscle strains from inadequate warm-up or overstretching - low risk
- •Slips and falls during movement activities - moderate risk if surface wet
- •Overexertion in competitive games - low risk
Risk Mitigation
- •Clear boundaries established for all activities with adequate spacing between groups/pairs/courts (minimum 5m)
- •Adequate spacing between students during practice - 7m pair distance prevents collisions
- •Progressive skill building - deflection technique taught before power hitting reduces wild ball strikes
- •Proper warm-up includes dynamic movement and muscle preparation
- •Controlled deflection technique emphasised throughout reduces risk of racket/ball strikes
- •Continuous monitoring of competitive game atmosphere to prevent over-intensity
- •Equipment checked before lesson and faulty items removed
- •Clear instructions about controlled movements and safe practice zones
- •Regular reminders about spatial awareness and moving safely in shared space
- •Cool-down includes appropriate stretching to prevent post-lesson soreness
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility - perimeter or central location depending on activity
- •During warm-up: monitor all groups ensuring safe play without rough contact
- •During skill practice: circulate actively between pairs providing feedback and checking spacing
- •During games: circulate between courts monitoring for safety and fair play
- •Monitor high-activity areas where collisions more likely (near net positions in games)
- •Watch for fatigue affecting technique and potentially causing safety issues
- •Be alert to emotional responses - frustration can lead to unsafe actions
- •Keep spare equipment out of play area to prevent trip hazards
Emergency Procedures
Whistle stop signal for immediate attention. If injury occurs: STOP all activity, assess injury severity, provide appropriate first aid (trained first aider), send student for medical support if needed. Minor injuries: student sits out with ice pack if needed, continues observing for learning. Document any incidents according to school policy. Emergency services contacted via school office for serious injuries. Class managed by continued activity or alternative supervision while teacher attends to injured student.