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Lesson 3 - Backhand Technique & Tactics

Technical Mastery & Tactics

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Year 8

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Tennis

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Big Question

How can mastering the backhand shot transform your ability to dominate the court?

Learning Objectives

Demonstrate specific tactical awareness by positioning effectively to receive and execute backhand shots
Execute backhand shots with consistency using appropriate grip rotation and technique
Apply backhand skills in competitive game situations with strategic intent

Key Outcomes

Students will be able to rotate their grip anti-clockwise to execute backhand shots
Students will demonstrate improved court positioning to receive balls on their backhand side
Students will apply tactical awareness to use backhand shots to move opponents and control the centre court

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check all rackets have intact strings and secure grips; distribute before lesson starts

Alternative: Badminton rackets for lighter option, foam rackets for lower ability students

Tennis Balls

1 per pair minimum, ideally 1 per student (30)

Ensure balls are properly inflated and bouncing correctly; have extras available

Alternative: Foam tennis balls for slower pace and easier control, old tennis balls for practice

Cones

40-50

Used for court boundaries, target zones, and warm-up activity markers

Alternative: Markers, spot markers, or chalk lines on outdoor courts

Markers Cones

6-8 lines or nets

Create 5-6 small courts approximately 8m x 5m with central dividing line

Alternative: Rope, coloured tape, chalk lines, existing court markings

Bibs

15 (for team identification)

For warm-up activity 'Wimbledon' team game

Alternative: Different coloured wristbands or simply designate teams by position

Key Vocabulary

Backhand

A stroke played with the back of the hand facing the direction of the shot, executed on the non-dominant side of the body

Grip Rotation

The turning movement of the hand on the racket handle to change from forehand to backhand grip

Anti-clockwise

The direction of rotation that moves opposite to clock hands, used when changing to backhand grip for right-handed players

Single-handed Backhand

A backhand stroke executed using only the dominant hand on the racket

Two-handed Backhand

A backhand stroke executed with both hands on the racket handle for additional power and control

Tactical Awareness

The ability to read the game situation and make strategic decisions about shot placement and positioning

Court Positioning

The optimal placement of your body on the court to receive and return shots effectively

Shot Placement

The intentional directing of the ball to specific areas of the court to gain tactical advantage

Ready Position

Athletic stance with knees bent, weight on balls of feet, racket up and in front of body, prepared to move in any direction

Follow Through

The continuation of the racket swing after contact with the ball to ensure control and direction

Skill Progression Pathway

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

Prior Learning

Understanding of basic forehand grip (relaxed V grip)
Ability to track and move towards a tennis ball
Experience with basic rallying and ball control
Understanding of ready position and court awareness

Current Skills

Anti-clockwise grip rotation for backhand execution
Positioning body to receive balls on backhand side
Striking ball from in front of body with upward trajectory
Following through with backhand stroke for control
Tactical placement of backhand shots

Next Steps

Combining forehand and backhand shots in competitive rallies
Advanced tactical awareness including court coverage and shot selection
Developing topspin and slice variations on backhand
Match play with strategic use of both wings

Milestone Indicators

Grip changes automatically when ball approaches backhand side

Feet move to position body side-on before ball arrives

Backhand rallies sustained for 5+ consecutive shots

Strategic shot placement to opponent's weak areas demonstrated

Key Teaching Points

Grip rotation is anti-clockwise from forehand to backhand for right-handed players (clockwise for left-handed) - the back of the hand now faces the direction of the shot
Contact point must be in front of the body not beside or behind - step forward into the shot for optimal control and power transfer
Early positioning is crucial - feet must move to get into position before the ball arrives, not as it arrives or after
Follow-through completes over the opposite shoulder creating control and direction - don't stop the swing at contact point
Both single-handed and two-handed backhand techniques are valid - encourage experimentation but commit to one style for consistency development
Tactical awareness involves reading the game situation and making strategic decisions about shot placement - aim for spaces and move opponents around the court
Control and consistency are prioritised over power throughout this lesson - soft touches and accurate placement develop better long-term skills than hard hitting

Common Misconceptions

Misconception: 'The backhand is a weaker shot than forehand.' - Truth: With proper technique, the backhand can be equally powerful and accurate; many professional players have stronger backhands than forehands. Correct by showing examples and celebrating excellent backhand execution.
Misconception: 'I should hit the ball when it's beside my body.' - Truth: Contact point must be in front of the body for optimal power transfer and control. Correct through demonstration and physical positioning practice.
Misconception: 'Two-handed backhand is for beginners only.' - Truth: Many professional players use two-handed backhands throughout their careers for the additional power and control. Correct by showing examples of elite players using both techniques.
Misconception: 'I just rotate my grip by feel - I don't need to think about it.' - Truth: Conscious practice of anti-clockwise grip rotation develops muscle memory; feeling alone can lead to incorrect positioning. Correct through explicit teaching and regular checking of grip position.
Misconception: 'Power is more important than placement.' - Truth: Strategic shot placement with control defeats power without accuracy. Correct through tactical game applications rewarding placement over power.
Misconception: 'Standing in the middle of the court means I'm dominating it.' - Truth: Court domination involves dynamic positioning - controlling the centre but moving to receive shots and recovering to strong positions. Correct through observation of movement patterns and tactical discussions.

SEN Adaptations

ADHD

Keep activities short and varied with frequent transitions; provide clear boundaries and structure; use visual and physical demonstrations to maintain engagement; allow movement breaks if needed; provide frequent specific feedback and praise; position near teacher for focus and redirection; clear concise instructions with one-step-at-a-time approach; use student's name to gain attention before instruction; competitive games can channel energy positively but monitor for overexcitement; provide fidget tool if appropriate during seated discussion times; clear consistent behaviour expectations

dyspraxia

Use larger lighter equipment - foam balls and junior rackets; reduce complexity of activities - simplify movement patterns; provide additional practice time for skill development; break down skills into smaller steps with extra repetition; use visual demonstrations and physical guidance; reduce speed of activities allowing more processing time; smaller court areas and closer distances; two-handed backhand recommended for additional control; provide positional markers (spots on floor) for court positioning; celebrate improvement not just achievement; partner with patient supportive peer; allow additional time for grip changes and preparation

autism spectrum

Provide clear predictable lesson structure - share visual timetable of lesson sections at start; minimise loud noises and crowded situations where possible; allow use of noise-cancelling headphones if environmental noise overwhelming; provide quiet space option if sensory overload occurs; use consistent language and routines; give warnings before transitions between activities; visual cue cards showing key techniques; allow extra processing time after instructions; provide clear specific instructions rather than open-ended; pair with understanding peer buddy; celebrate specific achievements; maintain consistent expectations and boundaries

visual impairment

Use brightly coloured balls (yellow high-visibility recommended) or audible balls containing bells; provide verbal descriptions of all demonstrations with step-by-step talk-through; use high-contrast markers for court boundaries; buddy system with sighted partner providing verbal guidance; allow closer positioning to teacher for demonstrations; tactile demonstration of grip positions; reduce court size and distances; ensure good lighting conditions if indoors; allow additional time for visual processing

hearing impairment

Position student where they can clearly see teacher's face and lips during instructions; use visual demonstrations extensively; provide written instruction cards or visual sequence diagrams for activities; use hand signals for common instructions (thumbs up for good technique, stop signal, etc.); buddy system with hearing partner to confirm instructions understood; ensure student watching before giving instructions; British Sign Language support if available; visual timer rather than verbal time warnings; face student directly when speaking and minimise background noise

physical disability

Provide modified rackets - lighter weight or shorter length; use foam balls for easier control and slower pace; allow seated position for activities if needed - wheelchair tennis adaptations; reduce court size significantly; allow two-handed grip for all shots if single-handed too challenging; provide closer partner distance; allow ball to bounce multiple times before striking; provide additional physical support from teaching assistant or peer; modify competitive games for full inclusion - adapted rules; celebrate effort and engagement over outcome; ensure full participation in warm-up and cool-down with appropriate modifications

social emotional mental health

Build positive relationships through encouragement and specific praise; provide clear consistent boundaries and expectations; allow choice where possible to increase autonomy; modify competitive elements if causing anxiety - allow cooperative alternatives; celebrate effort and small improvements; provide calm space option if emotional regulation needed; use restorative approaches if conflicts arise; pair thoughtfully with supportive peers; be aware of potential triggers; focus on individual progress not comparison with others; growth mindset language throughout; ensure feeling of safety and belonging

speech and language difficulties

Use visual supports alongside verbal instructions; demonstrate rather than just explain; provide key vocabulary list with images; allow alternative communication methods for feedback (thumbs up/down, pointing, written); don't require verbal responses in front of whole group; peer partner can support communication; provide processing time after questions; accept non-verbal demonstrations of understanding; pre-teach key vocabulary if possible; use consistent simple language; visual cue cards for common feedback phrases

Cross-Curricular Links

English

Key vocabulary development and accurate usage of technical terms; verbal communication during peer coaching; articulation of learning in reflection discussions; listening skills during instructions and peer feedback; precise language to describe technique and tactics; following multi-step instructions; questioning and responding in group discussions

Maths

Counting consecutive rally shots developing numeracy; measuring court dimensions using metres and estimation; understanding angles of racket face and ball trajectory; scoring systems in tennis (love, 15, 30, 40, deuce, advantage); calculating success rates in 'Be Backhand Consistent' activity (6 out of 10 = 60%); spatial awareness and geometry through court positioning; data handling - could record and graph backhand consistency over multiple lessons

Science

Forces - impact force when racket strikes ball, friction between ball and surface affecting bounce; trajectory and gravity affecting ball flight path; Newton's third law - equal and opposite reactions when striking ball; energy transfer from kinetic energy of swing to ball; biology - muscle groups used in tennis (quadriceps, triceps, shoulders, core); cardiovascular system response to exercise (increased heart rate, breathing rate); importance of warm-up and cool-down for muscle function; hand-eye coordination and nervous system

Design & Technology

Understanding of racket design - materials, string tension, grip size, weight distribution; relationship between equipment design and function; how court dimensions and net height are designed to create appropriate challenge; problem-solving through tactical decision-making; evaluating equipment effectiveness

Geography

Spatial awareness and positioning on court using directional language (left, right, forward, back); mapping movement patterns around court perimeter; understanding of space and boundaries; target zones representing areas on a map; concept of territory and dominating centre court space; famous tennis venues around the world context (Wimbledon, Roland Garros, etc.)

PSHE

Teamwork and cooperation in partner and group activities; resilience when making errors or facing challenges; growth mindset through self-assessment and identifying areas for improvement; peer coaching developing empathy and communication skills; fair play and sportsmanship in competitive games; managing emotions in competitive situations; leadership opportunities; celebrating diversity - acknowledgement that different techniques (single vs two-handed) are equally valid; honesty and integrity in self-assessment and scoring

Teacher Guidance

Positioning

Position yourself at corners or perimeter edges of activity areas to maintain visibility of all students. During warm-up, stand at the 'gate' position to observe both team lines and the perimeter route. During skill development with multiple courts, circulate continuously but pause to observe each court briefly. During competitive games, position centrally with view of all courts simultaneously. Never turn your back to large groups of active students.

Observation Focus

Watch for: correct grip rotation from forehand to backhand (anti-clockwise for right-handers); early positioning with feet moving before ball arrives; contact point in front of body not behind; smooth follow-through completing over opposite shoulder; tactical awareness shown through intentional shot placement; safe spacing between students; good sportsmanship and cooperation. Use differentiation observations to adjust activity difficulty in real-time.

Intervention Points

Step in immediately if: unsafe behaviour observed including reckless racket swinging or intentional ball strikes; spacing becoming inadequate risking collisions; technique deteriorating to point of potential injury; student showing signs of overexertion or distress; competitive games becoming too aggressive; students disengaging or refusing to participate; equipment hazards developing. Pause entire group if needed to address safety or reinforce key teaching points.

Demonstration Notes

Demonstrate all new skills yourself first, then use confident students for second demonstrations showing variations (single vs two-handed backhand). Always demonstrate in slow motion first to highlight key technique points, then at normal speed. Use exaggerated movements for clarity when whole group watching from distance. Position demonstration so all students can see clearly - ask them to form a semicircle around you. Talk through what you're doing whilst demonstrating. For complex skills like grip rotation, do close-up demonstrations with small groups. Ask students 'What did you notice?' after demonstrations to check understanding. Model both correct and common incorrect techniques to highlight the difference.

Verbal Cues

•'Rotate grip anti-clockwise!' - during grip change practice
•'Contact point in front of body!' - when strikes happening too late
•'Follow through high!' - to complete stroke properly
•'Move your feet early!' - when positioning is reactive not proactive
•'Soft touches, control over power!' - when hitting too hard
•'Find the spaces!' - to prompt tactical awareness
•'Ready position!' - to cue athletic stance between shots
•'FREEZE!' - emergency stop signal for safety
•'Stay light on your feet!' - to maintain active footwork
•'Back to centre!' - to cue court positioning after shots

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum space: Indoor hall 30m x 20m or equivalent outdoor court area. Multiple small courts (8m x 5m) required, approximately 6 courts with 2m spacing between each. Adequate space for warm-up activity with 30 students in two lines plus perimeter running route.

Surface Check

Dry, level, non-slip surface essential. Outdoor courts must be free from standing water, debris, or surface damage. Indoor hall floors must be clean and dry. Check for trip hazards including loose cones, stray balls, or court tape. Ensure adequate grip on surface for tennis movements including side-stepping and quick direction changes.

Equipment Safety

Safety Checks

•Check all tennis racket strings are intact with no broken strings that could cause injury
•Verify racket grips are secure and not worn or slippery
•Ensure tennis balls are properly inflated and bouncing correctly
•Check cones have no sharp edges or cracks
•Verify court markers/nets are securely positioned and won't create trip hazards
•Ensure all equipment stored safely when not in use to prevent trips
•Check adequate number of rackets available so students aren't sharing during activities
•Verify balls are appropriate size and weight for age group (standard tennis balls for Year 8)

Risk Management

Key Risks

•Collision between students during dynamic warm-up activity - especially during 'Wimbledon' team run
•Racket strikes - swinging rackets making contact with other students
•Ball strikes to face or body from wayward shots
•Slips and falls during lateral movements and quick direction changes
•Tripping over equipment including balls, cones, or rackets left on ground
•Muscle strains from inadequate warm-up or overstretching
•Overexertion in competitive activities especially in warm weather
•Eye injuries from ball strikes
•Collisions with walls or fixed equipment if court boundaries not clear

Risk Mitigation

•Clear boundaries established and reinforced at start of each activity section
•Adequate spacing between students during solo practice (minimum 3m) and between pairs/groups (minimum 2m)
•Progressive skill building from static to dynamic, simple to complex
•No overtaking rule enforced during warm-up perimeter run to prevent collisions
•Emphasis on control over power throughout lesson reducing risk of wayward shots
•Regular reminders to be aware of surroundings before swinging racket
•Stray balls collected immediately to prevent trip hazards
•Rackets placed in designated safe areas when students not using them
•Adequate warm-up including dynamic movements prepares muscles for activity
•Static stretching in cool-down prevents muscle soreness and injury
•Hydration breaks provided especially in warm weather
•Competitive intensity monitored and managed to prevent overexertion
•Clear start and stop signals established and reinforced

Supervision & Emergency Procedures

Supervision Points

•Position at corner or perimeter for maximum visibility of all students during activities
•Continuously scan area for hazards including stray equipment
•Monitor high-activity areas especially during competitive games
•During warm-up 'Wimbledon' activity, position to observe both the gate and perimeter route
•Circulate during partner/group work to check spacing and technique safety
•Pay particular attention to students struggling with technique who may be at higher injury risk
•Position near students with known medical conditions or SEND requirements
•Monitor weather conditions if outdoors and adjust intensity accordingly
•Be alert to signs of fatigue or overexertion requiring intervention
•Ensure clear sightlines to all courts during competitive game phase

Emergency Procedures

STOP signal (raised hand and whistle) results in immediate freeze from all students. Assess situation quickly. For minor injuries: provide appropriate first aid using kit accessible at court side, complete accident report form, contact parents if needed. For serious injuries: send responsible student to get additional adult support/first aider, keep injured student still and comfortable, clear other students to safe area, follow school emergency procedures, contact emergency services if required. Ensure other students supervised at all times. Defibrillator location known and accessible. EpiPens for students with allergies kept accessible. Medical conditions list consulted before lesson.