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Lesson 2 - Forehand Control & Consistency

Technical Mastery & Tactics

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Year 8

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Tennis

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1h 8min

Big Question

How can mastering the forehand shot transform your tennis game strategy?

Learning Objectives

Develop consistent forehand shot technique with accurate ball placement
Demonstrate reflective practice and recognise success in self and others
Apply forehand skills effectively in game-based scenarios

Key Outcomes

Students will execute forehand shots with improved control and consistency
Students will provide constructive feedback to peers on forehand technique
Students will demonstrate understanding of ready position and shot preparation

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket strings are intact and grips are secure; distribute at start of skill development

Alternative: Short tennis rackets, badminton rackets for students with limited strength

Tennis Balls

1.5 per student (40-50 total)

Ensure balls are properly inflated; store extras in buckets around perimeter

Alternative: Foam tennis balls for SEND students, sponge balls for indoor use

Cones

30-40

Use to mark court boundaries, centre spots, and activity zones

Alternative: Spot markers, chalk lines, rope

Bibs

8-10 (various colours)

One per group for warm-up activity; ensure colours are distinct for visibility

Alternative: Coloured bands, pinnies

Wall Space

1-2 (optional)

If available, mark target zones on wall at appropriate height (1-1.5m)

Alternative: Nets, lines on ground, portable targets

Whistles

1 for teacher

For clear starting and stopping of activities

Alternative: Voice commands, visual signals

Key Vocabulary

Forehand

A tennis stroke where the palm of the hand holding the racket faces the direction of the shot

V Grip

Holding the racket so the V shape between thumb and forefinger aligns with the edge of the racket handle

Ready Position

Athletic stance with weight on balls of feet, feet shoulder-width apart, knees bent, racket pointing toward opponent

Backswing

The preparation phase where the racket is drawn back before striking the ball

Follow Through

The continuation of the racket movement after contact with the ball, ending with racket pointing toward target

Consecutive Hits

Multiple successful strikes in a row without the ball touching the ground or being dropped

Ball Control

The ability to manipulate the ball accurately with the racket, controlling speed, direction and height

Court Positioning

Strategic placement on the court to maximise coverage and shot effectiveness

Baseline

The back boundary line of the tennis court from where players often position themselves

Rally

A continuous exchange of shots between players where the ball crosses the net multiple times

Skill Progression Pathway

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

Prior Learning

Basic racket handling and ball control from Year 7
Understanding of personal space and movement patterns
Introduction to the V grip from previous lesson
Basic understanding of cooperative games

Current Skills

Consistent forehand shot execution with accuracy
Ball control through bouncing and striking activities
Ready position and shot preparation
Peer assessment and reflective practice
Application of forehand in competitive game situations

Next Steps

Development of backhand shot technique
Introduction to serve and return of serve
Advanced rally tactics and shot selection
Full tennis match play with scoring

Milestone Indicators

Maintains 5+ consecutive forehand strikes when bouncing ball on racket

Successfully completes 3+ forehand exchanges in passive rally

Demonstrates correct ready position without prompting

Provides specific, helpful feedback to partner on technique

Shows visible improvement in shot consistency throughout lesson

Key Teaching Points

V Grip Mastery: The V between thumb and forefinger must align with the racket edge throughout all activities - check and reinforce regularly as students naturally revert to incorrect grips
Ready Position is Foundation: Weight on balls of feet, shoulder-width apart, knees bent, racket forward - this position should become automatic between every shot and is the basis for all tennis success
Strike Point Precision: Ball must be struck just IN FRONT of the body, not beside or behind - this is critical for control and power and is the most common error in beginners
Follow Through to Target: Racket movement doesn't stop at ball contact - smooth follow through toward intended target improves accuracy and reduces injury risk from abrupt stops
Ball Control Before Power: Emphasise controlled, placed shots over hard hitting throughout lesson - consistency and accuracy are more valuable than power at this stage
Cooperative Before Competitive: Passive rallies and partner support activities build skills more effectively than competitive pressure for technique development - competition comes after foundation is solid
Reflective Practice Culture: Consistently promote self-assessment, peer feedback, and recognition of others' success - these metacognitive skills are as important as physical technique

Common Misconceptions

Misconception: 'Holding the racket tighter gives more control.' Reality: Relaxed grip with correct V position provides optimal control - tension in hand/arm reduces fluidity and accuracy. Correction: Remind students to 'hold it like a baby bird - firm enough it won't fly away, gentle enough not to hurt it.'
Misconception: 'Hitting harder makes me better at tennis.' Reality: Control and placement are far more important than power, especially at development stage. Correction: Set challenges focused on accuracy and consistency, praise controlled shots, demonstrate how professionals use placement over power.
Misconception: 'I should watch my racket hit the ball.' Reality: Eyes should track the ball itself, not the racket - watching racket causes loss of ball tracking. Correction: Use verbal cue 'watch the ball onto your strings' and emphasise keeping head still during striking.
Misconception: 'The ready position is just for when the game starts.' Reality: Players should return to ready position after EVERY shot in readiness for the next ball. Correction: Count how many times students return to ready position during rallies, make it a personal challenge.
Misconception: 'If I miss, I'm rubbish at tennis.' Reality: Missing is essential part of learning - professionals miss regularly! Growth mindset is crucial. Correction: Celebrate persistence and improvement, track progress over time: 'Last week you got 3 consecutive hits, today you got 7 - that's amazing progress!'
Misconception: 'The forehand is all about arm strength.' Reality: Forehand power and control come from whole body - legs pushing off, core rotating, arm following through. Correction: Demonstrate forehand using only arm vs using whole body, show the difference in power and control.
Misconception: 'I'm helping my partner by feeding them easy balls.' Reality: In passive rallies, both partners should challenge each other appropriately while maintaining success. Correction: Explain that 'just right challenge' helps learning - too easy doesn't develop skills, too hard causes frustration.

SEN Adaptations

ADHD

Provide frequent changes of activity to maintain engagement - this lesson structure works well Use active participation throughout - minimise waiting and queuing time Give clear, concise instructions in small chunks rather than long explanations Offer fidget tools during instruction time if helpful (hold ball, squeeze ball) Provide immediate, specific feedback frequently - catch students being successful Use physical activity to help focus - allow extra movement or active roles Establish clear boundaries using visual markers (cones, lines) which help with impulse control Offer leadership roles in activities to channel energy positively Break down skills into very small steps with quick success points Allow some flexibility in how tasks are completed - focus on outcome not exact method

dyspraxia

Use larger, lighter foam balls which are easier to track and control Reduce complexity of motor tasks - focus on single-element skills before combining Provide extra practice time and more repetitions to build motor memory Break down forehand into smallest possible components, master each separately Use brightly coloured equipment for better visual tracking Reduce distance and speed requirements - closer partners, slower ball speed Offer larger target areas for striking accuracy Use verbal cues and rhythm to support movement coordination: 'Step, swing, follow' Pair with patient partner for practice activities Celebrate effort and small improvements rather than comparing to peers Allow two-handed racket control for stability Provide wall practice option which is more predictable than partner rallying

visual impairment

Use brightly coloured balls (yellow or orange high-visibility tennis balls) for maximum contrast Provide verbal descriptions of all demonstrations and visual information Use auditory signals (whistle, voice commands) for starts/stops rather than relying on visual cues Implement buddy system pairing with sighted partner for movement activities Mark boundaries with tactile indicators or rope lines that can be felt Allow closer working distance for activities - reduce 10m to 5m for partner striking Provide additional time for task transitions and equipment collection Use sound-producing balls (with bells inside) for severe visual impairment if available

hearing impairment

Ensure student can see teacher's face clearly during all instructions - never speak while turned away Use visual demonstrations extensively - show, don't just tell Implement visual signals for start/stop (raise hand, flag, light system) in addition to whistle Provide written instructions on whiteboard or laminated cards for reference Position hearing-impaired student at front during demonstrations Use exaggerated gestures and body language to support communication Pair with supportive partner who can relay information if needed Check understanding individually before activities begin - ask student to demonstrate understanding

physical disability

Adapt activities for wheelchair users: reduce distance, allow ball to bounce multiple times, seated striking practice, focus on upper body control Use lightweight rackets or shorter-handled rackets for students with reduced strength Provide ball tethered to racket for students with severe coordination difficulties Allow two-handed racket control for stability Reduce court size and playing area to match mobility range Provide chairs/stools for students who cannot sustain standing throughout lesson Modify warm-up game: defenders can sit and create barriers rather than standing in circle Partner students with physical disabilities with patient, supportive peers Focus on personal achievement and improvement rather than competitive elements

Cross-Curricular Links

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m for class of 30; additional wall space beneficial but optional; sufficient space for 5 simultaneous small courts (6m x 8m each) with 2m spacing between courts

Supervision & Emergency Procedures

Emergency Procedures

Stop all activity immediately using whistle/loud voice command; assess situation quickly; provide appropriate first aid or support; send reliable student for additional help if needed; ensure other students are supervised and safely occupied away from incident; complete accident report following school procedures; contact parents if injury requires it