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Lesson 4 - Forehand/Backhand Tactics

Tennis Strokes Basics

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Year 9

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Tennis

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Big Question

How can mastering both forehand and backhand drives give you a tactical advantage in competitive tennis?

Learning Objectives

Describe and perform the forehand and backhand drive in practice and game situations with accurate technique
Evaluate a partner's performance giving constructive feedback using technical criteria to improve performance
Apply tactical concepts of width and depth to competitive game situations

Key Outcomes

Students will demonstrate proficient forehand and backhand drives with correct grip, stance, and follow-through
Students will provide specific, actionable feedback to partners using reciprocal coaching cards
Students will make tactical decisions during gameplay that utilise court positioning, shot selection, and power variation

Equipment & Resources Required

Tennis Rackets

4-6 nets (depending on court availability)

Racquets stored in accessible location at court entrance, students select appropriate size based on comfort and control

Alternative: Variety of racquet sizes - adult racquets for experienced players, junior racquets (26-27 inch) for smaller students or those developing technique

Tennis Balls

40-60 balls

Distributed in ball hoppers or baskets at each court, extras available for drills requiring multiple balls

Alternative: N/A for advanced players

Orange Tennis Balls

40-60 balls

Provided for students who benefit from reduced speed and lower bounce for skill development

Alternative: Green dot balls as progression step

Cards

15 cards (1 per pair)

Laminated cards with technical checkpoints: grip, stance, backswing, contact point, follow-through, recovery position

Alternative: Digital versions on tablets, wall-mounted posters with criteria

Markers

40-50 markers

Used to mark target zones for accuracy drills, court boundaries for modified games, and tactical placement exercises

Alternative: Chalk marks on court surface, rope to create zones

Hoops

12-16 hoops

Placed in strategic court positions as targets for developing shot accuracy and tactical awareness

Alternative: Cone circles, chalk circles, taped squares

Pencils

12.5 sets

For recording match scores during tournament play and ladder competitions

Alternative: Digital scoring apps, whiteboard markers and small boards

Tournament Brackets

4-6 sheets (for different formats)

Pre-prepared ladder, seeded, and knockout tournament formats for quick game organisation

Alternative: Whiteboard with pre-drawn formats, digital tournament brackets

Key Vocabulary

Forehand drive

A groundstroke hit on the dominant side of the body after the ball bounces, using a fluid swing with topspin

Backhand drive

A groundstroke hit on the non-dominant side of the body after the ball bounces, requiring grip adjustment and weight transfer

Ready position

Athletic stance with knees bent, weight on balls of feet, racquet held centrally at waist height, prepared to move in any direction

Self-differentiation

The process where students select appropriate challenge levels and game formats based on their current skill level and development needs

Baseline play

Tennis strategy where players remain near the back boundary line, using groundstrokes to construct points and control rallies

Width and depth

Tactical concepts where width refers to hitting shots side-to-side to move opponents laterally, and depth refers to hitting deep shots to push opponents back

Service box

The rectangular area on each side of the net where serves must land, also used for short-court practice games

Ladder tournament

A competitive format where players are ranked on a ladder and can challenge those above them to move up positions

Seeded tournament

A competition format where the strongest players are placed in the draw to avoid meeting in early rounds

Reciprocal coaching

A peer teaching method where one student performs while the other observes and provides feedback using structured criteria cards

Skill Progression Pathway

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

Prior Learning

Students can perform basic forehand drives with eastern grip
Students understand ready position and basic footwork patterns
Students have experienced modified tennis games (Texas Tennis, Tennis Volleyball)
Students can participate in peer assessment using simple criteria

Current Skills

Transition from forehand to backhand grip efficiently
Execute backhand drives with correct technique and weight transfer
Provide structured feedback using reciprocal coaching cards
Apply tactical concepts of width and depth in competitive scenarios
Self-differentiate and select appropriate challenge levels

Next Steps

Develop volleys and overhead shots to complete stroke repertoire
Combine groundstrokes with net play in tactical sequences
Analyse opponents' weaknesses and exploit them strategically
Compete in structured tournaments with umpiring and scoring responsibilities

Milestone Indicators

Smooth transition between forehand and backhand grips without looking

Consistent contact point on backhand side with controlled direction

Ability to sustain 10+ shot rallies using both drives

Tactical shot selection that moves opponents around the court

Constructive feedback that references specific technical points

Key Teaching Points

Backhand drive grip adjustment is subtle - only 15-20 degree rotation from forehand grip, not a complete hand repositioning
Shoulder turn is non-negotiable for powerful, controlled backhand drives - 90 degree rotation with non-dominant shoulder pointing toward target
Contact point must be in front of body (30-40cm ahead of front hip) for optimal control and power transfer
Complete follow-through finishing high over dominant shoulder ensures consistency and topspin generation
Reciprocal coaching effectiveness depends on quality of feedback - must be specific, constructive, and reference observable technical checkpoints
Tactical application of width (cross-court shots) and depth (deep baseline shots) creates positional advantage and controls rallies
Self-differentiation empowers students to select appropriate challenges - teacher facilitates this by providing clear game format options with varying difficulty levels

Common Misconceptions

Misconception: 'Backhand grip is completely different from forehand grip.' Reality: The adjustment is minimal - slight rotation of hand around handle, not entirely new grip position. Many students over-rotate creating ineffective continental or western grips.
Misconception: 'Power comes from arm strength alone.' Reality: Power in backhand drive comes primarily from shoulder rotation and weight transfer from back foot to front foot, not from muscular arm swing. Correct technique generates more power than raw strength.
Misconception: 'Contact point doesn't matter as long as I hit the ball.' Reality: Contact point position critically affects control, power, and direction. Late contact (behind body) results in weak, uncontrolled shots. Early contact (too far forward) creates mistiming and errors.
Misconception: 'In competitive games, hitting harder always wins points.' Reality: Strategic shot placement using width and depth is more effective than raw power. Controlled, well-placed shots that move opponents create more winning opportunities than powerful but inaccurate shots.
Misconception: 'Good players don't need to use backhand - they can run around everything to use forehand.' Reality: Relying solely on forehand creates court positioning weaknesses that opponents exploit. Complete players master both drives to control full court area.
Misconception: 'Peer coaching/feedback isn't as valuable as teacher feedback.' Reality: Reciprocal coaching develops deep understanding of technique (teaching others reinforces own learning), builds communication skills, and provides immediate, relevant feedback during practice. High-quality peer coaching is extremely valuable.
Misconception: 'Self-differentiation means choosing the easiest option.' Reality: Effective self-differentiation means selecting the challenge level that promotes optimal learning - not too easy (boredom), not too hard (frustration). Requires honest self-assessment and growth mindset.

SEN Adaptations

ADHD

Short, varied activities maintain engagement - game rotations every 5-7 minutes prevent boredom. Clear, specific boundaries with visual markers reduces off-task movement. Immediate, frequent feedback and positive reinforcement for on-task behaviour and skill execution. High-activity games (Texas Tennis) provide appropriate energy outlet. Designated roles during activities (feeder, hitter, retriever) provide structure and purpose. Use of timers and challenges: 'Can you achieve 10 rallies in the next 3 minutes?' Regular movement breaks built into lesson structure. Peer accountability through partner work maintains focus.

dyspraxia

Larger, slower balls (orange balls or foam balls) for improved tracking and contact success. Simplified technique focus - master one element at a time rather than complete stroke immediately. Extended practice time with repetition to develop motor patterns and muscle memory. Shorter, lighter racquets (junior racquets) easier to control and manipulate. Reduce court size to minimise movement demands and increase success rate. Step-by-step visual breakdown of techniques using demonstration and still images. Use of wall practice or ball machine for consistent feeds reducing coordination demands of partner feeding. Verbal cues and rhythm counting to support motor sequencing: 'turn, step, swing, follow' counted in rhythm.

autism spectrum

Provide clear, structured routines with visual schedule showing lesson sequence (warm-up → drills → games → cool-down). Minimise sensory overload: option to use quieter, less competitive game formats (Rally Target rather than Knockout Competition). Clear, predictable rules explained in advance with visual rule cards available for reference. Designated 'calm zone' available if student becomes overwhelmed - quiet area away from main activity for brief recovery. Consistent court positioning - same practice space each lesson reduces anxiety. Use of visual timers showing time remaining in each activity section. Simplified reciprocal coaching with structured sentence starters for feedback.

visual impairment

Use bright orange or yellow balls with high visibility for improved tracking. Provide audible balls (balls with bells inside) for students with severe visual impairment. Verbal cues from teacher or partner for ball location: 'coming to your forehand side, waist height.' Reduce court size and use high-contrast court line markings. Buddy system pairing visually impaired student with sighted partner who provides verbal guidance. Simplified game formats in smaller spaces with consistent ball feeds.

hearing impairment

Visual demonstrations are essential - teacher models all techniques clearly with exaggerated movements. Use visual signal cards or hand signals for instructions during noisy game environments. Reciprocal coaching cards provide written technical checkpoints reducing reliance on verbal feedback. Ensure hearing-impaired student positioned where they can see teacher's face for lip-reading during instructions. Whistle alternatives: visual signals (raised hand, flag) for stop/start. Partner or buddy provides additional visual cues during games.

physical disability

Wheelchair tennis adaptations: allow ball to bounce twice before return, use smaller court area (service boxes), ensure court surface suitable for wheelchair movement. Modify racquet: lighter junior racquet or racquet with larger grip circumference for students with grip difficulties. Seated tennis option for students who cannot stand - chair positioned on court, normal rules apply or two-bounce rule implemented. Reduce court dimensions to match mobility range. Peer support: pair with understanding partner who feeds balls consistently to accessible zones. Use balloon or foam ball alternatives for students with severe coordination difficulties - slower flight time allows successful contact.

Cross-Curricular Links

English

Specialised vocabulary development (forehand, backhand, baseline, width, depth). Verbal communication during reciprocal coaching - providing clear, constructive feedback. Instructional language when leading warm-ups or explaining game rules. Listening skills when receiving coaching feedback or teacher instructions. Persuasive language in discussing tactical decisions or game strategies.

Maths

Scoring systems in tennis involve counting points, games, and sets - numerical sequencing and pattern recognition. Court geometry provides angles and spatial awareness (cross-court angles, service box dimensions). Rally counting develops number sense and mental arithmetic. Tournament seeding and ladder rankings involve numerical ordering and position understanding. Timing drills and game durations develop time measurement skills.

Science

Forces and motion: tennis balls follow parabolic trajectories demonstrating gravity and projectile motion. Racquet swing mechanics demonstrate force application, Newton's laws of action-reaction (ball rebound off strings). Topspin and backspin demonstrate effects of air resistance and Magnus effect. Cardiovascular system response to exercise - heart rate elevation, breathing rate changes. Muscle groups engaged during tennis strokes - anatomy and physiology of movement.

Geography

Court spatial awareness involves understanding boundaries, zones, and positioning (service boxes, tramlines, baseline). Mapping movement patterns around court develops spatial orientation. Directional language: hitting cross-court (diagonal), down-the-line (parallel), up/back court positioning. International nature of tennis - Wimbledon location, Grand Slam tournaments around world (geographical awareness).

PSHE

Teamwork and cooperation during reciprocal coaching and team games develops social skills. Resilience when facing competitive pressure or making errors - emotional regulation and growth mindset. Managing emotions during competition - dealing with frustration, celebrating success appropriately. Fair play and integrity in line calling and sportsmanship. Leadership development through student-led warm-up/cool-down and peer coaching roles. Self-awareness through self-differentiation and honest self-assessment.

Teacher Guidance

Positioning

During reciprocal coaching: position yourself where you can observe multiple pairs simultaneously - court centre or slightly elevated position offers optimal sight lines. During competitive games: circulate systematically through all courts, spending approximately equal time observing each group. Avoid remaining static - constant movement allows observation of all students and immediate intervention when needed. Position yourself at angles that allow observation of technical execution (side view for backhand drive technique) rather than just watching rallies.

Observation Focus

Technical execution: Watch for correct grip transitions, shoulder turn, contact point positioning, and complete follow-through on both drives. Tactical awareness: Observe shot selection - are students hitting with purpose or randomly? Look for use of width (cross-court angles) and depth (baseline targets) in competitive play. Social dynamics: Monitor sportsmanship, fair play, communication quality, and emotional regulation during competitive pressure. Safety compliance: Continuously scan for adequate spacing, racquet control, and environmental hazards.

Intervention Points

Intervene immediately if: safety is compromised (inadequate spacing, wild racquet swinging, hazardous surface conditions), sportsmanship breaks down (disputes, poor line calling, negative interactions), students are visibly struggling or becoming frustrated (modify activity or provide direct support), technique is fundamentally incorrect and leading to poor outcomes (stop drill and reteach), game formats are creating mismatch and disengagement (reorganize groupings or modify rules). Use 'freeze' technique for whole-class teaching moments when excellent or poor examples observed.

Demonstration Notes

When demonstrating backhand drive: use exaggerated slow-motion technique emphasising each phase clearly. Position yourself side-on to class so shoulder rotation visible to all. Use verbal countdown: 'Ready... shoulder turn... step... swing... contact... follow-through!' Repeat demonstration at full speed with ball feed to show complete technique in action. Select high-performing students for peer demonstrations - brief them first on what to emphasise. Use 'freeze-frame' technique: student demonstrates and freezes at key positions (contact point, follow-through) while you highlight technical elements to class.

Verbal Cues

•'Soft hands, relaxed grip!' to reduce tension in forearm and improve racquet control
•'Turn those shoulders 90 degrees!' to emphasise shoulder rotation on backhand drive
•'Contact point in front!' to correct late contact position
•'Finish high!' to encourage complete follow-through
•'Split-step, then move!' to improve court movement and ready position
•'Width and depth!' to prompt tactical shot selection during games
•'Quality over power!' when students hitting too hard without control

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 4 full-size tennis courts (23.77m x 10.97m each for singles) or equivalent area for modified games. Courts must have minimum 3 metres clear space beyond all boundary lines. Indoor sports hall acceptable if court markings available and ceiling height sufficient (minimum 9 metres).

Surface Check

Before lesson: Check all court surfaces are dry, clean, and free from debris, leaves, or standing water. Ensure court lines are clearly visible and not faded to point of confusion. Check net posts are secure and nets are at correct height (91.4cm at centre). Identify and mark/cordon off any surface cracks, uneven areas, or hazards.

Equipment Safety

Safety Checks

•Check all tennis racquets for damage - no cracked frames, loose grips, or broken strings that could fail during use
•Ensure balls are in good condition - not excessively worn, cracked, or losing pressure which affects bounce predictability
•Verify nets are properly secured at both posts with no sagging that could create tripping hazard
•Ensure ball hoppers and equipment storage areas positioned outside playing areas to prevent trip hazards
•Check any target markers or cones have no sharp edges and are stable when placed on court

Risk Management

Key Risks

•Racquet contact: Risk of students being struck by swinging racquets during practice or games if inadequate spacing maintained
•Ball strikes: Tennis balls travelling at speed could strike students causing injury, particularly to face/head area
•Collisions: During fast-paced games like Texas Tennis, students moving rapidly could collide with each other or court furniture
•Slips and falls: Quick directional changes and rapid movements on potentially slippery court surfaces create slip risk
•Overexertion: High-intensity competitive games could lead to heat exhaustion, dehydration, or muscle strains if inadequate warm-up or recovery
•Equipment failure: Broken racquet strings or damaged equipment could cause sudden equipment failure during use

Risk Mitigation

•Clear boundaries and spacing rules established before all activities - minimum 4 metres between pairs during drills
•Safety briefing at start of lesson emphasising racquet control - no practice swings when near other students
•Adequate spacing between courts during competitive games - clear separation zones marked
•Progressive skill building from controlled drills to dynamic games reduces injury risk
•Regular water break reminders during competitive games to prevent dehydration
•Students instructed to stop play immediately if balls roll onto court from adjacent games
•Proper warm-up and cool-down procedures followed to prepare muscles and prevent strains
•Emergency stop signal established - whistle blow means immediate cessation of all activity
•Students with long hair required to tie it back to prevent vision obstruction
•Appropriate footwear checked - tennis shoes or trainers with non-marking soles, no fashion shoes

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned with sight lines to all courts throughout lesson - use central elevated position if available
•During reciprocal coaching, circulate systematically ensuring all pairs maintain safe spacing and appropriate feed quality
•Monitor high-activity areas during Texas Tennis and Tennis Volleyball - be positioned for maximum visibility of fastest movement zones
•During competitive games, continuously scan all courts for safety compliance, particularly spacing and racquet control
•Identify struggling or fatigued students early and provide intervention - modify activity or require rest break
•Position near higher-risk activities (knockout competitions, seeded tournaments) where competitive intensity may be elevated

Emergency Procedures

In event of injury: Blow whistle for immediate stop of all activity. Approach injured student calmly and assess situation. For minor injuries (small bumps, scrapes): apply basic first aid, student can return when ready. For moderate injuries (suspected sprains, significant impacts): student sits out, ice applied, monitored carefully, parents informed. For serious injuries (head impacts, suspected fractures, unconsciousness): do not move student, send reliable student to summon school first aider/office immediately, stay with injured student providing reassurance, call emergency services if required. Complete accident report form same day for all injuries requiring first aid.