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Lesson 1 - Ready Position and Racket Control

Technical Mastery & Tactics

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Year 8

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Tennis

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Big Question

How does your body position before the ball arrives determine your success in returning it?

Learning Objectives

Links skills to perform actions and sequences of movement with increasing fluency
Demonstrates tactical awareness through effective court positioning and anticipation
Reflects on performance and recognises success in self and others through peer assessment

Key Outcomes

Students will consistently demonstrate the ready position with correct body alignment
Students will execute forehand and backhand grips with appropriate technique
Students will link striking skills with court positioning by returning to centre after each shot

Equipment & Resources Required

Tennis Rackets

30 (1 per student)

Stored safely at side of court, distributed after warm-up and hand striking activities completed

Alternative: Short tennis rackets or badminton rackets for students requiring lighter equipment

Tennis Balls

20 (1 per pair plus spares)

Placed in container at court edge for easy access

Alternative: Foam tennis balls for students with visual tracking difficulties or confidence concerns; low-compression balls for better control

Cones

40-50 for court marking and nets

Set up in lines of 2m apart to represent nets, mark baselines and boundaries for multiple mini-courts

Alternative: Chalk lines, floor tape, or existing court lines

Markers

Sufficient for 10 mini-courts

Mark out courts approximately 10m x 5m with clear baselines and centre lines

Alternative: Chalk, floor tape, or use existing sports hall court markings

Bibs

30 (5 different colours, 6 per colour)

For warm-up relay teams - distribute one colour per team

Alternative: None required

Key Vocabulary

Ready Position

Athletic stance with feet shoulder-width apart, weight on balls of feet, knees bent, hands together in front of body, preparing to move in any direction

V Grip

Racket grip where the V shape formed between thumb and index finger aligns with the edge of the racket frame, allowing wrist flexibility

Forehand

A stroke played on the dominant hand side of the body with palm facing forward through the shot

Backhand

A stroke played on the non-dominant side of the body with knuckles leading through the shot

Baseline

The back boundary line of the tennis court from which players start points and behind which they position themselves

Court Positioning

Strategic placement of your body on the court to cover the most space and respond to opponent's shots

Anticipation

Reading your opponent's body position and racket preparation to predict where the ball will go before it's struck

Sideways-On

Body position where shoulders and hips are turned perpendicular to the net, allowing optimal weight transfer through the shot

Skill Progression Pathway

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

Prior Learning

Basic throwing and catching skills from Key Stage 2
Understanding of court games and net games concepts
Experience with hand-eye coordination activities
Awareness of personal space and movement patterns

Current Skills

Establishing and maintaining the ready position
Developing V grip technique for racket control
Linking striking actions with court positioning
Applying anticipation and movement sequences

Next Steps

Developing consistent forehand and backhand groundstrokes
Introduction to serving technique
Advanced footwork patterns and split-step timing
Tactical shot placement and court coverage strategies

Milestone Indicators

Automatic return to ready position after each shot without prompting

Fluid grip changes between forehand and backhand

Sustained rallies of 5+ consecutive shots with partner

Effective court positioning demonstrated in competitive games

Key Teaching Points

Ready position is the foundation - feet shoulder-width apart, weight on balls of feet, knees bent, hands together at chest height. Return to this position after every shot.
V grip alignment is crucial for racket control - the V between thumb and index finger lines up with the edge of the racket frame, not the flat face. Grip should be relaxed, not tense.
Sideways-on body position before striking allows proper weight transfer and power generation. Shoulders should be perpendicular to the net, not square-on.
Court positioning means recovering to the centre of your court after each shot to cover the most space for the next return. This is as important as the striking technique itself.
Grip changes between forehand and backhand are achieved by small rotation of the hand (knuckles anticlockwise toward body for backhand). Practice until this becomes automatic.
Linking skills into sequences is what creates fluent tennis players - ready position, movement to ball, sideways-on position, correct grip, controlled strike, recovery to centre, reset ready position.
Cooperative rallies in early practice help develop control and consistency. Competition can be added once basic control is established.

Common Misconceptions

Misconception: 'The ready position is just standing still waiting.' Correction: Ready position is an active, dynamic stance with weight forward on balls of feet, enabling explosive movement in any direction. It's about being ready to move, not static waiting.
Misconception: 'I should grip the racket as tightly as possible for control.' Correction: A relaxed grip with firm hold (not tight) allows wrist flexibility which is essential for racket control and power. Tight grip restricts wrist movement and causes tension.
Misconception: 'Power comes from hitting harder with my arm.' Correction: In tennis, power comes from correct body positioning (sideways-on), weight transfer from back foot to front foot, and full body rotation through the shot, not just arm strength.
Misconception: 'I should stay in one spot to be ready for the ball.' Correction: Court positioning requires constant movement - move to the ball, then recover to centre court position, then prepare to move again. Tennis is dynamic, not static.
Misconception: 'The frying pan grip (palm under racket) is easier so it's fine to use.' Correction: While it may feel comfortable initially, the frying pan grip severely limits shot variety, power, and control. The V grip is essential for developing proper tennis technique.
Misconception: 'I need to watch my racket when I strike the ball.' Correction: Eyes should track the ball, not watch the racket. The brain and body know where the racket is through proprioception. Watching the ball enables better timing and accuracy.

SEN Adaptations

ADHD

Short activity bursts (maximum 3-4 minutes) with frequent changes to maintain attention. Very clear boundaries and court markers for spatial focus. High activity level throughout with minimal standing/waiting time. Immediate, frequent feedback on performance. Use of visual timers to show activity durations. Position near teacher during instructions for focus support. Movement breaks between activities (already built into lesson structure). Clear, simple instructions one step at a time.

dyspraxia

Larger, lighter rackets for easier control. Low-compression or foam balls that move slower and bounce more predictably. Reduce court size to decrease movement demands. Extra practice time for each skill before progression. Break down complex skills into smaller micro-steps. Verbal rehearsal before physical attempts. Visual guides for grip and body positioning. Allow two-handed grips throughout if needed. Reduce speed of activities initially. Partner with patient, supportive peer. Celebrate small incremental improvements.

autism spectrum

Provide visual schedule showing lesson sequence and timings. Clear, predictable routines and activity structure. Quiet zone available if sensory overload occurs. Use consistent language and signals throughout. Visual cue cards for ready position and grip technique. Reduce partner changes - keep same partner throughout for familiarity. Clear, concrete success criteria rather than abstract concepts. Advance warning of transitions between activities. Allow sensory breaks if needed.

visual impairment

Use brightly coloured balls (yellow, orange) with high contrast to background. Audible balls (bells inside) for tracking support. Verbal cues for all instructions. Buddy system with sighted partner for spatial orientation. Tactile court boundary markers (rope or textured tape). Reduce court size to decrease tracking distance. Provide close verbal descriptions of demonstrations. Allow additional time for processing visual information.

hearing impairment

All instructions accompanied by clear visual demonstrations. Use visual signals instead of whistle (coloured flags or hand signals). Written instructions on court-side boards for reference. Ensure student can see teacher's face during instructions (good lighting, remove obstructions). Buddy system with hearing partner to relay key information. Use visual scorekeeping methods. Provide written or pictorial activity cards showing sequence of activities.

general adaptations

All activities can be modified for ability level through Support differentiation options. Additional adult support deployed for students needing 1:1 assistance. Peer buddies assigned strategically for social and learning support. Equipment alternatives offered (lighter rackets, softer balls, adapted grips). Tasks simplified or extended based on individual needs. Additional time provided for processing and skill execution. Multi-sensory teaching approaches (visual, verbal, kinesthetic). Positive reinforcement and encouragement throughout. Regular check-ins with SEND students to assess engagement and understanding.

physical disability

Wheelchair tennis adaptations: allow two bounces instead of one, reduce court size, lower net height, use lighter rackets. Seated versions for students unable to stand: sitting in chair, all activities adapted to seated position, emphasis on upper body technique. Reduced mobility: smaller court size, slower-paced activities, allow catching instead of striking initially, partner support to retrieve balls. Use lighter or shorter rackets for students with reduced upper body strength. Adapted grips (larger diameter) for students with grip difficulties.

Cross-Curricular Links

English

Technical vocabulary development and usage. Verbal communication of instructions and feedback. Listening skills during instruction and peer assessment. Descriptive language when analysing performance. Following and giving sequential instructions.

Maths

Counting and recording scores during games. Measuring distances for court setup (10m courts, 2m nets). Angles of movement and geometry of court positioning (triangulation to centre point). Calculating rally lengths and averages. Time management - understanding seconds and minutes for activity durations. Symmetry concepts when discussing court positioning.

Science

Forces - application of force through racket to ball, angle of force affecting ball direction and height. Newton's Third Law - racket strikes ball, ball pushes back on racket. Friction between ball and court surface affecting bounce. Gravity affecting ball flight and bounce. Cardiovascular system - effects of exercise on heart rate and breathing rate. Muscular system - which muscles are used in tennis movements. Energy transfer from body through racket to ball.

Geography

Spatial awareness and mapping - understanding court layout and positioning. Directions and movement patterns (left, right, forward, back, centre). Understanding personal space and area coverage. Mental mapping of court zones and tactical positioning.

PSHE

Teamwork and cooperation during pair activities. Communication skills - giving and receiving feedback. Resilience and growth mindset - persevering when skills are challenging, learning from mistakes. Managing emotions in competitive situations. Sportsmanship and fair play - honesty in scoring, respect for opponents, graciousness in winning and losing. Self-awareness through self-assessment. Empathy when providing peer feedback.

Teacher Guidance

Positioning

During whole-class instruction: position at front with clear sight lines for all students to see demonstrations. During pair/group activities: circulate continuously, spending 20-30 seconds observing each pair, position at corners or edges for maximum court coverage. During competitive games: systematic rotation through courts for equitable observation and feedback. Always maintain visual contact with all students.

Observation Focus

Key technical points: ready position (feet width, knee bend, weight placement, hand position), grip technique (V alignment, relaxed hold, appropriate changes), striking technique (sideways-on positioning, controlled racket action), court positioning (recovery to centre, appropriate spacing). Social-emotional indicators: engagement levels, partner cooperation, sportsmanship, resilience when challenged, quality of peer interactions.

Intervention Points

Step in immediately if: unsafe racket handling observed, collisions risk increasing due to inadequate spacing, competitive intensity becoming aggressive or unsporting, student conflict or disputes arising, students struggling significantly and becoming disengaged, technique errors creating injury risk (e.g., wild racket swinging), any student showing signs of distress or overexertion. Provide positive specific feedback when: excellent ready position observed, smooth skill linking demonstrated, outstanding court positioning shown, exemplary sportsmanship displayed, significant individual improvement noted.

Demonstration Notes

Use clear, exaggerated movements for visibility. Demonstrate from multiple angles (front view, side view) for spatial understanding. Break complex skills into components and demonstrate each stage. Use student volunteers for peer demonstrations - select skilled students and brief them on what to show. Contrast correct vs. incorrect technique using clear but non-judgmental language. Repeat demonstrations multiple times as needed. Accompany demonstrations with verbal explanation of key points. Check understanding: 'What did you notice about my feet? My grip? My body position?'

Verbal Cues

•'Ready position - feet, knees, hands!' (quick reset reminder)
•'Soft touches, keep control!' (during rallies)
•'Find space!' (during warm-up)
•'Sideways on!' (when striking)
•'Check your V!' (grip reminder)
•'Back to centre!' (court positioning)
•'Help your partner succeed!' (cooperative rallies)
•'Freeze and look at me!' (gaining attention)
•'Show me that ready position!' (assessment check)
•'What did you do well? What will you improve?' (reflection prompts)

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor sports hall (minimum 25m x 20m) or outdoor hard court area. Sufficient space for 10 mini-courts (each approximately 10m x 5m) with 3m safety zones between courts to prevent interference and collision risks.

Surface Check

Before lesson: Check surface is dry, clean, and free from obstacles, debris, or trip hazards. Indoor: ensure floor is non-slip and suitable for quick directional changes. Outdoor: check for puddles, uneven surfaces, or loose stones. Ensure court line markings are visible and secure.

Equipment Safety

Safety Checks

•Inspect all 30 tennis rackets before distribution - check for cracked frames, damaged grips, or loose strings that could cause injury
•Check tennis balls are in good condition - no splits or excessive wear
•Ensure cones are soft plastic with no sharp edges or broken sections
•Rackets distributed only after warm-up and when students are appropriately spaced to avoid accidental contact
•Clear equipment storage area at court edge - no trip hazards

Risk Management

Key Risks

•Collision between students during warm-up relay races or when moving to balls
•Racket contact between students or accidental striking if students too close together
•Ball strikes to head, face, or body during rallies and games
•Slips, trips, or falls during dynamic movement activities
•Overexertion in students with lower fitness levels or medical conditions
•Stray balls rolling into adjacent courts creating trip hazards

Risk Mitigation

•Establish clear court boundaries and safety zones (minimum 3m between mini-courts)
•Enforce safe racket handling protocols: no swinging when not playing, carry racket pointing down, rackets placed safely at court edge when not in use
•Teach and reinforce 'STOP' command - all students must freeze immediately when heard
•Progressive skill building from hand striking to racket control minimises early racket-related risks
•Adequate spacing during warm-up relay - teams 3m apart, clear running lanes
•Instruct students to call 'BALL!' if ball enters their court from adjacent area
•Monitor competitive intensity in games - intervene if becoming too aggressive or unsafe
•Water break opportunities, especially in warm conditions or high-intensity sections

Supervision & Emergency Procedures

Supervision Points

•Position at corner or edge of activity area for maximum visibility of all 10 mini-courts
•During warm-up relay, position to oversee all six teams and turning/finish lines
•Circulate during pair activities to monitor technique, spacing, and interaction quality
•During Game Application section, systematically rotate through courts for close observation and intervention
•Monitor high-activity areas and students requiring additional support more frequently
•Maintain awareness of all students even when working intensively with one pair or individual

Emergency Procedures

If injury occurs: STOP all activity immediately with whistle and 'STOP' command. Assess injured student - do not move if serious injury suspected. Send responsible student for first aid support/senior staff if needed. Provide appropriate first aid within competence. Complete accident report form. For medical emergencies: follow school emergency protocols, call for medical assistance, ensure other students supervised safely away from incident. Keep first aid kit accessible at court edge throughout lesson.