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Lesson 5 - Shot Variety & Rally Play

Technical Mastery & Tactics

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Year 8

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Tennis

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Big Question

How can mastering different tennis shots give you a competitive advantage in matches?

Learning Objectives

Develop competence in executing a variety of tennis shots (volleys, smashes, lobs, drop shots, serves) with increasing accuracy
Link good footwork and positioning with shot selection to play competitive rallies against opponents
Demonstrate reflective skills by recognising success in self and others during competitive play

Key Outcomes

Students will execute at least 4 different types of tennis shots with appropriate technique during game situations
Students will demonstrate tactical awareness by selecting appropriate shots based on court positioning
Students will provide constructive feedback to peers and accurately self-assess their performance

Equipment & Resources Required

Tennis Rackets

1 per student (30)

Check racket strings are intact and grips are secure before distributing

Alternative: Short tennis rackets for students needing lighter equipment

Tennis Balls

60-80 balls

Ensure balls have adequate bounce; replace flat balls

Alternative: Foam tennis balls for students with visual tracking difficulties, lower pressure balls for easier control

Cones

40-50 cones in various colours

Use to mark court boundaries, target areas, and carousel station boundaries

Alternative: Markers, spots, or chalk lines

Markers Cones

4-6 courts

Mark serving boxes clearly for singles and doubles play

Alternative: Chalk for outdoor hard courts, tape for indoor surfaces

Nets

4-6 nets

If using cone lines, place them 1m apart to simulate net height challenge

Alternative: Benches, cones with ropes, or two parallel cone lines 1m apart

Bibs

15 (half the class)

For doubles play to distinguish teams

Alternative: Different coloured cones to mark teams

Stopwatch

For timing carousel rotations and competitive games

Alternative: Phone timer, visible clock

Sun Markers

1 set

For demonstrating court positions and tactics visually

Alternative: Large paper and pens for outdoor use

Key Vocabulary

Volley

A shot hit before the ball bounces, typically near the net

Smash/Overhead

An aggressive overhead shot used to finish points when the ball is high

Lob

A high, arcing shot played over an opponent's head, usually when they're at the net

Drop Shot

A soft shot that barely clears the net, designed to catch opponents off guard

Serve

The shot that starts each point, hit from behind the baseline into the diagonal service box

Doubles

A format of tennis with two players on each side of the net

Court Positioning

Strategic placement on the court to maximise coverage and shot opportunities

Competitive Rallies

Extended exchanges of shots between opponents during match play

Shot Variety

Using different types of shots to keep opponents guessing and create winning opportunities

Skill Progression Pathway

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

Prior Learning

Basic forehand and backhand groundstrokes with some consistency
Understanding of tennis court layout and basic scoring
Experience with rallying and simple competitive games
Basic serving technique from previous lessons

Current Skills

Executing volleys with control and accuracy
Performing overhead smashes with proper positioning
Playing lobs to move opponents back from the net
Executing drop shots to bring opponents forward
Refining serving technique for competitive play
Transitioning between singles and doubles formations

Next Steps

Combining shots in tactical sequences during match play
Developing advanced serving techniques including slice and topspin
Understanding and implementing tournament-level doubles strategies
Analysing opponents' weaknesses and exploiting them tactically

Milestone Indicators

Student can name and demonstrate all five shot types covered

Student selects appropriate shots based on game situations without prompting

Student maintains rallies of 6+ shots using varied techniques

Student communicates effectively with doubles partner during game play

Key Teaching Points

Shot variety is the foundation of tactical tennis - emphasise the purpose of each shot type (volley for net play, lob when opponent at net, drop shot when opponent deep, smash to finish points, serve to start points)
Footwork and positioning are just as important as racket skills - consistently reinforce recovery to centre court after shots and moving feet to get behind the ball
Communication is non-negotiable in doubles - insist on loud, clear calling on every ball down the middle: 'MINE!' or 'YOURS!'
Soft hands create touch shots - drop shots and volleys need gentle contact, not power swings; use the analogy of 'catching the ball on your strings'
Get under high balls for lobs and smashes - positioning underneath and slightly behind allows for proper contact point and trajectory control
Recognising success in others builds positive PE culture - constantly model and reinforce noticing good play, encouraging partners, and celebrating others' achievements
Progressive practice before competition - carousel stations allow focused technique development before the pressure of match play applies it

Common Misconceptions

Misconception: 'A volley is any shot near the net.' Correction: 'A volley specifically means hitting the ball before it bounces - you can play volleys anywhere on court, but they're most commonly used at the net because the ball hasn't bounced yet.'
Misconception: 'Drop shots need lots of power to get over the net.' Correction: 'Actually the opposite! Drop shots need soft hands - you're absorbing the ball's pace, not adding to it. Think of catching the ball gently on your strings.'
Misconception: 'In doubles, both players should stand at the baseline together.' Correction: 'Standard doubles positioning has one player up at the net and one back at the baseline during serves - this covers more court area. You can both be up or both back depending on the situation, but you shouldn't always mirror each other.'
Misconception: 'The harder I hit my serve, the better it is.' Correction: 'Consistency and placement are more important than power at this stage. A serve that goes in and lands in the right area is much better than a powerful serve that misses. Focus on technique and building power gradually.'
Misconception: 'If the ball goes down the middle in doubles, the better player should always take it.' Correction: 'Whoever calls it loudly and clearly should take it - quick decision-making is more important than who's better. If you both hesitate, you both lose the point!'
Misconception: 'Lobs should just barely clear the opponent's racket.' Correction: 'Lobs need good height to give you time to recover and to make it difficult for opponents to smash - aim to land the ball deep near the baseline, not just over their head.'

SEN Adaptations

ADHD

Short, focused activities with frequent changes keep engagement high - carousel format ideal. Clear, visible boundaries help with self-regulation. Frequent feedback and praise for on-task behaviour. Allow movement breaks if needed. Provide very specific roles in activities ('You are the feeder, you stand here'). Use timers visibly to show how long each activity lasts. Position near teacher during instructions for proximity support. Channel high energy into active roles like ball collection or demonstrations.

dyspraxia

Use larger, softer balls for easier tracking and contact. Use shorter, lighter rackets for better control. Reduce complexity by focusing on 2-3 shots rather than all 5. Provide extra practice time at each station before moving on. Simplify footwork patterns - fewer steps or slower pace. Use visual markers on court showing where to stand. Provide task breakdown into smaller steps with checking at each step. Celebrate effort and small improvements, not just end results. Pair with patient, supportive partner.

autism spectrum

Provide visual schedule showing lesson structure and timings. Give advance notice before transitions ('In 2 minutes we will move to the next station'). Offer quiet zone or break area if sensory overload occurs. Use consistent, clear language and avoid figurative expressions. Provide visual diagrams of court positions and shot techniques. Pair with understanding, patient partner. Reduce unpredictability by explaining game rules very clearly in advance. Allow use of sensory tools (fidget items) if needed during instruction time.

visual impairment

Use brightly coloured balls (yellow/orange) with high contrast against court surface. Use sound-making balls (bells inside) for tracking. Provide verbal descriptions of court layout and constant verbal cues during play. Buddy system with sighted partner who provides verbal guidance. Mark boundaries with tactile markers (rope or textured tape). Teacher provides detailed verbal demonstrations describing body positions. Reduce court size to make boundaries easier to identify.

hearing impairment

Use visual demonstrations extensively - show don't just tell. Provide written or pictorial instructions at each carousel station. Use hand signals for common instructions (stop, go, good, try again). Ensure student can see your face when speaking (lip reading). Position student in good sightline to demonstrations. Use visual timer for rotations rather than whistle only. In doubles, pair with hearing partner who can communicate using signs or gestures agreed in advance.

physical disability

Wheelchair tennis adaptations: allow two bounces before hitting, reduce court size, lower net height or widen the 'net' zone, use lighter rackets. Reduced mobility: smaller court dimensions, allow balls to bounce multiple times, use lighter or larger equipment, permit seated play on bench or chair. One-armed students: allow ball to bounce before serving (don't have to toss and hit), use two-handed grips on opposite side, provide ball feeding support. Provide alternative roles: scoring, umpiring, coaching, ball feeding if full participation not possible.

Cross-Curricular Links

English

Technical vocabulary development - learning and using specific tennis terminology correctly. Verbal communication skills during doubles matches and partner work. Listening skills when receiving instructions and feedback. Explaining and justifying tactical decisions develops oracy skills. Peer teaching opportunities require clear articulation of instructions.

Maths

Scoring systems and keeping track of points during matches requires addition and mental calculation. Court dimensions and positioning involve understanding angles and geometry - serving diagonally requires understanding of angles across rectangles. Measuring distances between markers during station setup develops spatial measurement skills. Analysing performance data (e.g., serve success rate) involves percentages and ratios.

Science

Understanding forces - racket strikes ball creating force, angle of racket face affects ball trajectory. Newton's third law in action - racket pushes ball, ball pushes back on racket. Friction between ball and court surface affects bounce height and spin. Biomechanics of human body during serving action demonstrates lever systems. Cardiovascular system response to exercise evidenced by elevated heart rate during warm-up. Muscles working in pairs (agonist/antagonist) during swing actions.

Geography

Court orientation and understanding of positioning in space - where am I, where is my partner, where is the opponent? Directions and using spatial language (forward, back, left, right, diagonal) when communicating. Mapping movement patterns around the court. If discussing tennis as a global sport, can link to countries where tennis is popular and major tournaments worldwide (Wimbledon UK, French Open France, Australian Open Australia, US Open USA).

PSHE

Teamwork and communication essential during doubles play. Managing emotions during competitive situations - dealing with winning and losing gracefully. Resilience when shots don't work first time - growth mindset of practice leads to improvement. Respecting others through sportsmanship, encouraging opponents, and fair play. Self-reflection and honest self-assessment develop metacognitive skills. Building confidence through mastery of new skills. Supporting others and recognising their achievements builds empathy.

Teacher Guidance

Positioning

During warm-up: Stand where you can see the entire playing area, typically at the perimeter. During carousel: Circulate actively between all five stations, spending 60-90 seconds at each station per rotation to provide feedback and corrections. During matches: Position centrally between courts to observe multiple matches simultaneously, moving to get closer views of specific play when needed. During plenary: Position yourself within or at the edge of the circle/group to facilitate discussion and maintain eye contact with all students.

Observation Focus

Technical execution: Watch for correct grip, swing path, footwork, and body positioning across all shots. Tactical awareness: Note students selecting appropriate shots based on game situations - lobs when opponent at net, drop shots when opponent deep. Safety: Monitor for excessive racket swinging, awareness of others, safe court spacing. Engagement: Identify students not participating fully or dominating partners. Communication: Listen for clear calling during doubles, encouragement, sportsmanship. Differentiation needs: Note students finding activities too easy or too hard for future planning.

Intervention Points

Immediate intervention required for: unsafe racket swinging near others, dangerous play, rule violations creating unfair matches, bullying or poor sportsmanship, students sitting out without medical reason. Prompt intervention for: consistently incorrect technique that could lead to injury or bad habits, students not getting equal participation with partners, equipment malfunctions. Later intervention: minor technique refinements, tactical suggestions, pairing adjustments between games.

Demonstration Notes

Demonstrate: Use yourself for basic demonstrations, emphasising key points with exaggerated movements (e.g., big step forward for volleys). Use skilled students for demonstrations during matches - stop play briefly and have everyone watch the good example, then explain what made it effective. For technique breakdowns, use slow-motion demonstrations showing the phases of each shot. For tactical concepts, demonstrate positioning and movement patterns on court. Always follow demonstrations with 'Did you see how I...' statements to ensure students noticed the key teaching point.

Verbal Cues

•'Soft touches!' - when students hitting drop shots too hard
•'Get under it!' - when students need to position for lobs or smashes
•'Step forward!' - when volleyers standing flat-footed
•'Call it!' - when doubles partners both going for or both leaving the ball
•'Watch the ball!' - when students making contact errors
•'Recover to centre!' - when students not returning to good court positions after shots
•'Short swing!' - when volleys or drop shots have too much backswing

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m for multiple courts. Ideally a tennis court, sports hall, or large playground. Adequate space for 4-6 courts with minimum 3m between adjacent courts to prevent interference and collisions.

Surface Check

Dry, even surface free from hazards such as water, loose balls, or debris. If outdoors, check for holes, uneven ground, or slippery patches. Indoor surfaces should be clean and appropriate for court shoes with good grip.

Equipment Safety

Safety Checks

•Check all racket strings are intact before distributing - broken strings can whip and cause injury
•Ensure racket grips are secure and not slipping on the handle
•Test ball bounce - replace flat balls as they affect technique and frustrate students
•Check cones have no sharp edges or cracks
•If using nets, ensure they are stable and won't tip over if leaned on
•If using cone lines as net alternatives, ensure cones are weighted or stable enough not to tip easily

Risk Management

Key Risks

•Collisions between students on same court or between adjacent courts
•Being struck by tennis balls from own or adjacent courts
•Tripping over loose balls on court surface
•Racket contact with other students when swinging
•Slips and falls when running or changing direction quickly
•Strains or pulls from inadequate warm-up or poor technique
•Overexertion in less fit or asthmatic students

Risk Mitigation

•Clear boundaries established for each court with adequate spacing between courts (minimum 3m)
•Establish 'stop' protocol - all play stops immediately on whistle for safety communications
•Emphasise awareness of others - looking around before swinging racket
•Regular ball collection protocol - stop play periodically to clear balls from court surfaces
•Progressive skill building in carousel before competitive play reduces injury risk
•Adequate warm-up with dynamic movement prepares muscles and joints
•Monitor students with medical conditions (asthma, joint problems) and allow rest/modification as needed
•Pair students of similar ability for competitive matches to reduce dangerous skill mismatches

Supervision & Emergency Procedures

Supervision Points

•Position centrally during game play for maximum visibility of all courts
•Circulate actively during carousel stations to observe technique and intervene if unsafe practice
•Watch for balls rolling onto courts from adjacent areas
•Monitor competitive play for inappropriate aggression or dangerous play
•Keep scan going constantly - don't focus on just one court for extended periods
•Position yourself to see entry/exit points to prevent students leaving without permission

Emergency Procedures

STOP - blow whistle twice loudly, all students freeze immediately. ASSESS - quickly evaluate the situation. If injury: send responsible student for first aid kit/additional adult support if needed. Provide appropriate first aid following school protocols. If serious injury, call for immediate medical assistance and follow school emergency procedures. If equipment hazard: remove hazard immediately and cordon off area if needed. Resume activity only when safe to do so.