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Lesson 6 - Assessment and Game Play

Tennis Strokes Basics

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Year 9

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Tennis

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Big Question

How can you use tactics and technique to consistently outwit opponents in competitive tennis situations?

Learning Objectives

To demonstrate the ability to outwit an opponent in a game situation using the appropriate skills and techniques
To demonstrate a variety of tactics based on the movements of others and the ball
To be able to self-assess performance against assessment criteria

Key Outcomes

Students will successfully apply tennis skills in competitive game situations
Students will demonstrate tactical awareness by adapting play based on opponent positioning
Students will accurately self-assess their performance using the assessment matrix

Equipment & Resources Required

Tennis Rackets

7 nets (for half courts)

Check racquets for broken strings or damaged grips before lesson; store safely at court sides

Alternative: Smaller racquets for students needing additional support

Tennis Balls

30 balls

Distribute 2-3 balls per student for warm-up activities

Alternative: Foam balls for absolute beginners

Orange Tennis Balls

20 balls

Provide for students needing modified equipment; slower bounce aids skill development

Alternative: Softer foam balls for additional support

Cards

8-10 sets

Place at each court showing key teaching points for peer coaching

Alternative: Laminated prompt sheets or tablet devices

Assessment Matrices

1 per student (30)

Distribute at end of lesson for self-assessment; students need pens/pencils

Alternative: Digital version on tablets or shared display

Cones

40 cones

Use to mark court boundaries and target areas for differentiation

Alternative: Chalk lines or spot markers

Scorecards

1 per court (8)

For ball retrievers to record scores during Champions game

Alternative: Whiteboard and markers at each court

Bibs

30 (15 of each colour)

Help identify players during games and court rotations

Alternative: Bands or existing team colours

Key Vocabulary

Outwit opponent

To use skill, tactics and strategic thinking to gain an advantage over your opponent

Tactics

Pre-planned strategies used to gain advantage during a game, such as hitting to opponent's weaker side

Ground strokes

Forehand and backhand shots played after the ball bounces

Tennis scoring system

The method of counting points in tennis: 15, 30, 40, game; first to 6 games wins the set

Champions game

A competitive format where winners progress up courts and champions defend their position

Ladder system

A ranking system where players compete to move up or down based on results

Self-assessment

The process of evaluating your own performance against set criteria

Justification

Providing evidence and reasons to support your self-assessment grade

Ball retrievers

Students not currently playing who collect and return balls to keep games flowing smoothly

Assessment matrix

A rubric showing criteria for different performance levels in tennis skills and understanding

Components of fitness

Physical attributes needed for tennis: agility, speed, coordination, reaction time, cardiovascular endurance

Semi-finals

The round before the final where four players compete in two matches

Skill Progression Pathway

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

Prior Learning

Basic forehand and backhand ground strokes
Fundamental serve technique
Understanding of court positioning
Basic rally skills
Introduction to tennis tactics

Current Skills

Application of skills in competitive game situations
Tactical decision-making during play
Self-assessment and performance evaluation
Understanding and applying tennis scoring system
Adapting play based on opponent analysis

Next Steps

Advanced tactical play and match strategy
Tournament-style competition
Doubles tactics and teamwork
Advanced serve and volley techniques
Performance analysis using video feedback

Milestone Indicators

Consistently wins rallies through tactical placement

Demonstrates clear understanding of scoring and can officiate games

Provides accurate self-assessment with specific examples

Adapts tactics mid-game based on opponent weaknesses

Maintains technical quality under competitive pressure

Key Teaching Points

Assessment should be continuous and holistic, using Head/Hands/Heart framework to capture cognitive, physical, and social-emotional domains
Self-assessment is a crucial skill - students need guidance, specific criteria, and practice to evaluate themselves accurately with evidence-based justification
Tournament structure (Champions with ladder system) provides differentiated competition where all students face appropriate challenge levels
Tennis scoring system must be explicitly taught and practiced - use visual displays, repetition, and real game application for understanding
Tactical awareness is equally important as technical skill - consistently prompt students to think strategically about shot placement and opponent analysis
Sportsmanship and fair play are non-negotiable - reinforce honest line calls, respect for opponents, and positive emotional management throughout
Student-led elements (warm-up, scoring, peer assessment) develop independence, leadership, and deeper engagement with learning content

Common Misconceptions

Misconception: 'Tennis is about hitting as hard as possible' - Reality: Placement, consistency, and tactical variation are more effective than power alone. Correct by emphasising shot placement to open spaces and controlled technique.
Misconception: 'The scoring system is 1, 2, 3, 4 like other sports' - Reality: Tennis uses 15, 30, 40, game with deuce/advantage for tied scores. Correct through visual displays, repeated practice, and real game scoring experience.
Misconception: 'My backhand is weaker so I should avoid using it' - Reality: Developing both sides creates tactical options and prevents opponents exploiting weakness. Correct by practicing backhand deliberately and celebrating backhand successes.
Misconception: 'Winning is the only measure of success' - Reality: Skill development, tactical improvement, and sportsmanship are equally important. Correct through assessment framework focusing on technique, understanding, and attitude alongside results.
Misconception: 'Self-assessment means giving yourself the best grade' - Reality: Accurate self-assessment requires honest evaluation against specific criteria with evidence. Correct by modelling honest self-assessment and requiring justification for all grades.
Misconception: 'I can't improve if I'm on a lower court in the ladder system' - Reality: Playing at appropriate level accelerates improvement through balanced competition. Correct by reframing ladder as 'finding your challenge level' not ability labelling.

SEN Adaptations

ADHD

Short, varied activities with clear time boundaries (timers visible), regular movement breaks built into structure (student-led warm-up, tournament rotation), clear, concise instructions with maximum 3-step sequences, opportunities for leadership roles (warm-up leader, scorer) channeling energy positively, immediate feedback and frequent positive reinforcement, movement-based learning throughout, fidget tools available during seated assessment time.

dyspraxia

Larger racquet head size for easier ball contact, foam or larger low-compression balls (orange, green dot) for better control, reduced court size and distances, additional practice time for skill development, step-by-step breakdown of complex movements (serve sequence), visual and verbal cues combined, allow extra thinking time for tactical decisions, praise effort and improvement over perfect execution, buddy support for organisation and equipment management.

autism spectrum

Clear visual schedule showing lesson structure and timings, advance notice of tournament format and expectations, quiet zone available if sensory overload occurs, visual prompt cards showing techniques and expectations, consistent routines and predictable lesson flow, clear, literal language avoiding idioms, option for individual practice if group competition overwhelming, timer visible for activity transitions, social story about competition and sportsmanship.

visual impairment

Use bright yellow or orange high-visibility tennis balls, provide auditory cues for ball direction ('coming to your forehand!'), use bell ball (ball with bell inside) for location awareness, buddy system with sighted partner for court navigation, verbal descriptions of court layout and boundaries, tactile court markers (textured lines or rope boundaries).

hearing impairment

Visual demonstrations of all techniques with exaggerated movements, clear visual signals for start/stop (flag or hand signals instead of whistle), written instructions and diagrams available on court, face student when giving instructions (lip-reading opportunity), use of visual scorecards, peer buddy to ensure instructions are understood, ensure good lighting for visual communication.

physical disability

Wheelchair tennis adaptation with lower net or no net, seated tennis from chair/bench using modified court size, lighter racquet or larger grip circumference for easier handling, use of ramp or helper to serve if needed, reduced court dimensions (smaller area to cover), option to catch ball instead of racquet return for fundamental participation, specialist support assistant if required.

Cross-Curricular Links

English

Vocabulary development (technical tennis terminology), verbal communication during partner work and peer assessment, written justification skills in self-assessment, persuasive language when coaching peers, descriptive language to explain techniques and tactics, listening skills during Q&A and instruction

Maths

Tennis scoring system (sequences: 0, 15, 30, 40), counting shots in rallies, calculating win/loss ratios in tournaments, angles of shot placement (acute, obtuse angles for cross-court vs down-the-line), probability of winning points from different positions, statistics tracking (first serve %, winners vs errors)

Science

Forces and motion in tennis (Newton's laws applied to ball trajectory), friction between ball and court surface affecting bounce, impact force when striking ball, energy transfer from racquet to ball, cardiovascular system response to exercise (heart rate during warm-up, play, cool-down), muscle groups used in tennis movements (biomechanics), reaction time and nervous system

Geography

Court spatial awareness and positioning (using directional language: cross-court, down-the-line), mapping movement patterns around court, understanding of space and area in court dimensions, global context of tennis (Grand Slam tournaments locations: Australia, France, UK, USA)

PSHE

Resilience and managing emotions under competitive pressure, sportsmanship and fair play values, self-assessment and honest self-evaluation, peer relationships and teamwork, dealing with success and disappointment, growth mindset (learning from mistakes), respect for opponents and officials

Teacher Guidance

Positioning

Position centrally during warm-up for visibility of all students. During Q&A, stand where semi-circle can see you clearly. During tournament, circulate between courts with clipboard for assessment, spending 30-60 seconds observing each match. Ensure you can see all courts from any position.

Observation Focus

Watch for: technical quality of ground strokes (preparation, contact, follow through), tactical shot selection (placement over power), court positioning and movement, serve consistency and technique, scoring accuracy, sportsmanship and fair play, ability to adapt tactics based on opponent, resilience and emotional management during competition.

Intervention Points

Step in when: safety is compromised (wild swings, ball retrievers in danger), disputes over line calls escalate (reinforce benefit of doubt rule), scoring errors causing confusion (clarify and restart), technique is unsafe (poor racquet control), students show signs of overexertion (enforce rest/water break), emotional responses become negative (support, reframe, encourage).

Demonstration Notes

Demonstrate: All strokes slowly first, then at game speed. Exaggerate key technical points (side-on stance, follow through) for visual clarity. Use student demonstrators where possible to model peer excellence. Show both correct technique and common errors (safe demonstration of error, then correction). During tactical explanations, use court markings to show placement strategies visually.

Verbal Cues

•'Soft hands, watch the ball!'
•'Prepare early, racquet back!'
•'Move your feet to the ball!'
•'Hit to the space, not to them!'
•'Think tactics - what's their weakness?'
•'Recover to centre after every shot!'
•'Great sportsmanship, well done!'
•'Breathe, focus, you've got this!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Sports hall or outdoor tennis courts, minimum 20m x 30m clear space. Multiple half courts (6-8) for ladder tournament system. Adequate spacing between courts (minimum 1.5m) to prevent interference and collisions.

Surface Check

Dry, even surface free from hazards. Indoor: check for wet patches, loose balls, or equipment. Outdoor: check for standing water, uneven areas, debris. Court lines clearly visible and safe (no raised edges).

Equipment Safety

Safety Checks

•Check all tennis racquets for broken strings, loose grips, or damaged frames before use
•Ensure tennis balls are in good condition (not split or excessively worn)
•Verify nets are securely fixed at correct height (0.91m) with no loose parts
•Check cones/markers have no sharp edges or cracks
•Ensure adequate number of balls to avoid students chasing stray balls into other courts

Risk Management

Key Risks

•Collisions between students on same court or between adjacent courts
•Being struck by ball (from own court or adjacent court)
•Slips and falls on court surface, especially during rapid direction changes
•Racquet-related injuries (being hit by swinging racquet or racquet slipping from grip)
•Overexertion or heat-related issues during intensive tournament play
•Ankle or knee injuries from sudden stops, turns, or lunges

Risk Mitigation

•Clear court boundaries established with adequate spacing between courts (minimum 1.5m)
•Ball retrievers positioned safely outside court area, entering only during breaks in play
•Students briefed on racquet safety: controlled swings, awareness of others, safe carrying
•Progressive warm-up to prepare muscles and joints for tennis-specific movements
•Adequate rest periods built into tournament structure (students rotate as ball retrievers/scorers)
•Water breaks available, monitor for signs of fatigue or dehydration
•Encourage appropriate footwear (non-slip trainers) for court surface
•Teach safe movement patterns and controlled aggression during competitive play

Supervision & Emergency Procedures

Supervision Points

•Position centrally to maintain visual contact with all courts simultaneously
•During Champions tournament, circulate between courts to monitor play and safety
•Pay particular attention to courts with higher intensity competition (finals)
•Monitor ball retriever positions to ensure they remain outside court boundaries
•Watch for signs of fatigue, frustration, or over-competitive behaviour that may compromise safety
•Ensure students follow stop signal immediately when called for safety or instructional purposes

Emergency Procedures

STOP signal (whistle or loud call) - all activity ceases immediately. Assess situation: minor injury (first aid, student continues when ready), significant injury (first aid, student sits out, consider emergency services), incident report completed. Emergency contact information and first aid kit readily accessible. Designated first aider identified at lesson start.