Tennis Strokes Basics
•Year 9
•Tennis
•Check racquets for broken strings or damaged grips before lesson; store safely at court sides
Alternative: Smaller racquets for students needing additional support
Distribute 2-3 balls per student for warm-up activities
Alternative: Foam balls for absolute beginners
Provide for students needing modified equipment; slower bounce aids skill development
Alternative: Softer foam balls for additional support
Place at each court showing key teaching points for peer coaching
Alternative: Laminated prompt sheets or tablet devices
Distribute at end of lesson for self-assessment; students need pens/pencils
Alternative: Digital version on tablets or shared display
Use to mark court boundaries and target areas for differentiation
Alternative: Chalk lines or spot markers
For ball retrievers to record scores during Champions game
Alternative: Whiteboard and markers at each court
Help identify players during games and court rotations
Alternative: Bands or existing team colours
To use skill, tactics and strategic thinking to gain an advantage over your opponent
Pre-planned strategies used to gain advantage during a game, such as hitting to opponent's weaker side
Forehand and backhand shots played after the ball bounces
The method of counting points in tennis: 15, 30, 40, game; first to 6 games wins the set
A competitive format where winners progress up courts and champions defend their position
A ranking system where players compete to move up or down based on results
The process of evaluating your own performance against set criteria
Providing evidence and reasons to support your self-assessment grade
Students not currently playing who collect and return balls to keep games flowing smoothly
A rubric showing criteria for different performance levels in tennis skills and understanding
Physical attributes needed for tennis: agility, speed, coordination, reaction time, cardiovascular endurance
The round before the final where four players compete in two matches
Understanding where pupils are coming from and where they're going
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
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)
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
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)
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
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.
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.
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).
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.
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.
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).
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.
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