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Lesson 5 - Tennis Serve Technique

Tennis Strokes Basics

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Year 9

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Tennis

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Big Question

How can mastering the service give you a tactical advantage in tennis?

Learning Objectives

Describe and perform the tennis service using correct grip and technique
Evaluate a partner's performance giving constructive feedback using technical criteria
Apply tactical awareness to game situations using width and depth

Key Outcomes

Students will demonstrate competent service technique with chopper grip and high toss
Students will provide specific technical feedback to peers using assessment criteria
Students will apply service tactics in competitive game situations

Equipment & Resources Required

Tennis Rackets

4-6 nets (for half-court games)

Store in racquet rack at court entrance, students collect at start and return at end

Alternative: Mix of full-size and junior racquets for differentiation, badminton racquets for students with coordination difficulties

Tennis Balls

30-40 balls

Store in ball hoppers, distribute 4-6 balls per pair for practice activities

Alternative: Foam balls for students with visual impairment or coordination needs

Orange Tennis Balls

20-30 balls

Provide for students with coordination difficulties or those new to tennis

Alternative: Stage 3 balls, suitable for beginners or SEND students

Cards

1 set per pair (15 sets)

Service technique checklist with 5-6 key teaching points, distributed at skill development phase

Alternative: Laminated A5 cards or tablet/phone with digital version

Cones

20-30 cones in two colours

Place randomly across court area, half upright (saucers) and half inverted (cups)

Alternative: Flat markers, dome cones, or beanbags

Hoops

12-16 hoops

Place in service boxes for accuracy practice - various sizes for differentiation

Alternative: Chalk circles, cones, or marked zones using tape

Sun Markers

1 board

Position court-side for diagrams, scoring systems, and key teaching points

Alternative: Flip chart, tablet with display, or court surface chalk

Key Vocabulary

Service/Serve

The stroke used to start a point in tennis, hit from behind the baseline into the diagonally opposite service box

Chopper grip

A grip where the racquet is held like an axe or hammer, with the V-shape between thumb and forefinger on top of the handle

High toss

Throwing the ball high into the air (approximately 30-40cm above full arm extension) to allow time for the service action

Contact point

The optimal position where the racquet meets the ball during service - at full arm extension slightly in front of the body

Pace

The speed and power applied to the ball during the stroke

Court markings

The lines on a tennis court including baseline, service line, centre service line, and tramlines that define playing areas

Underarm serve

An alternative service technique where the ball is struck below waist height, used as a tactical option or second serve

Deuce court

The right-hand service box (from server's perspective) where service is played when points are even

Advantage court

The left-hand service box (from server's perspective) where service is played when points are odd

Service box

The rectangular area into which a legal service must land, bounded by the service line, centre service line, and singles sideline

Skill Progression Pathway

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

Prior Learning

Students can perform forehand and backhand groundstrokes
Students understand basic tennis court markings and scoring
Students can rally cooperatively with a partner
Students have experience with chopper grip from previous lessons

Current Skills

Master the tennis service technique with chopper grip
Develop high toss and contact point awareness
Apply service in competitive game situations
Provide constructive technical feedback to peers

Next Steps

Develop placement and variety in service (slice, topspin)
Create tactical service patterns to exploit opponent weaknesses
Develop second service consistency and strategy
Integrate service into full match play situations

Milestone Indicators

Consistent chopper grip without prompting

Ball toss reaches optimal height above head

Contact point consistently made at full arm extension

Service lands in correct service box 6/10 attempts

Students can identify 3+ technical points in peer performance

Key Teaching Points

Service is the only shot in tennis with complete control - emphasise its tactical importance from the outset to create engagement and understanding of 'why' we're learning this skill
Chopper grip (Continental grip) is fundamental - check every student's V-shape placement on handle top before allowing ball contact. Incorrect grip makes good service impossible
Ball toss consistency determines service success - 80% of service quality comes from toss. Dedicate significant practice time to toss-only work before adding contact
Contact point must be at full arm extension and in front of body - this is the power position. Contact behind the head loses power and accuracy. Use 'reach forward to catch a high ball' analogy
Quality and control before power - students at this age often try to hit too hard before technique is established. Emphasise 70% pace maximum during skill development, clean contact over speed
Peer coaching develops cognitive understanding - reciprocal coaching cards ensure students learn by teaching. Coach develops deeper understanding than server in many cases. Monitor coaching quality actively
Tactical service placement beats power - teach that 'where' you serve is more important than 'how hard'. Serving to weak backhand or wide to create space is more effective than fast serve down the middle

Common Misconceptions

MISCONCEPTION: 'The service is just a way to start the point - it's not that important.' CORRECTION: Explain that professional players win 70-80% of points on their service. It's the most important shot because you control it completely. A strong service wins points directly (aces) or creates weak returns you can attack.
MISCONCEPTION: 'I should use my normal forehand grip for serving.' CORRECTION: Demonstrate that forehand (eastern) grip closes the racquet face at contact, causing serves to go into the net. Chopper (continental) grip keeps racquet face flat/slightly open for upward-forward trajectory. Show side-by-side comparison.
MISCONCEPTION: 'I need to throw the ball really high for a good service.' CORRECTION: Clarify that excessive toss height gives too much time for ball to drop and drift, making contact inconsistent. Optimal toss is 30-40cm above full extension - just enough height to allow service action but maintaining control.
MISCONCEPTION: 'Contact point should be directly above my head for maximum power.' CORRECTION: Demonstrate that contact overhead causes ball to go straight down into net. Contact point must be in front of body to create forward trajectory. Use 'reach forward to high-five someone tall' analogy to illustrate correct contact position.
MISCONCEPTION: 'Hitting the serve harder will make it more successful.' CORRECTION: Explain that pace without control equals errors. Show statistics: controlled serve at 70% pace landing in service box is better than 100% pace serve that misses. Accuracy first, then gradually add pace once technique is secure.
MISCONCEPTION: 'If my first service is good, I should always do the same thing again.' CORRECTION: Teach that tactical variety keeps opponent guessing. Even with good service, varying placement (wide, down middle, deep, short) makes you harder to read. Predictable serving lets opponent anticipate and prepare optimal returns.

SEN Adaptations

ADHD

Structure activities in short bursts (5-minute rotations) to maintain engagement and focus. Provide clear, concise instructions - one step at a time rather than multi-step commands. Use visual timers to show how long each activity lasts (physical timer student can see). Build in regular movement breaks - ADHD students may thrive in high-energy Cups and Saucers activity. Offer choice where possible ('would you like to serve from deuce or advantage court?') to increase ownership. Use positive reinforcement frequently - specific praise for focus and technique. Minimise distractions: position away from court entrance/exits, clear practice area of unnecessary equipment. Allow fidget tools during instruction time if helpful for focus. Provide coaching cards as visual anchor during partner work. Give responsibility roles (equipment monitor, score keeper) to channel energy positively.

dyspraxia

Use larger, lighter equipment - oversized racquets, larger grip circumferences, foam or orange balls for easier contact. Break service action into smaller steps, mastering each before combining (grip → toss → shadow contact → ball contact). Provide additional practice time - extend skill development phase, reduce game time if needed. Use multi-sensory teaching - verbal instruction + visual demonstration + physical guidance (hand-over-hand toss practice). Reduce coordination demands: allow stationary toss practice before adding racquet, permit two-handed toss. Mark optimal contact point on fence with visual target for aim reference. Slow down demonstrations and use freeze-frames to process movement. Pair with patient, supportive partner for coaching. Simplify game rules to reduce cognitive load while practicing motor skills. Provide verbal rehearsal of movement sequence before execution ('first I grip, then I toss, then I reach and contact'). Celebrate effort and small improvements, not just successful outcomes.

autism spectrum

Provide clear visual schedule of lesson structure on whiteboard (warm-up → skill intro → practice → game → cool-down). Use consistent language and routine - same coaching cues each lesson. Offer quiet zone for breaks if sensory overload occurs (away from main court noise). Provide visual coaching cards with step-by-step images of service technique. Give advance warning of transitions ('in 2 minutes we're moving to games'). Allow repetitive practice if student finds comfort in routine - not forced to rotate if anxiety-inducing. Use concrete language avoiding idioms ('reach for the sky' may confuse - use 'extend arm upward fully'). Pair with familiar, supportive partner who understands needs. Reduce sensory input if needed: quieter environment, less visual clutter on courts, individual practice space.

visual impairment

Use bright yellow or orange tennis balls for high contrast visibility. Provide bright coloured cones/markers to define court boundaries clearly. Use verbal cues extensively - describe all demonstrations in detail ('V-shape on top of handle', 'toss ball straight up'). Pair with sighted buddy for spatial orientation and ball location. Use audible tennis balls (with bells) for severe visual impairment. Increase ball size or use balloons for toss practice to improve tracking. Provide tactile coaching cards with raised/textured images for technique points.

hearing impairment

Use clear visual demonstrations for all instructions - show don't just tell. Provide visual coaching cards and written instructions on whiteboard. Use exaggerated gestures and hand signals for commands (thumbs up = good technique, circular motion = try again). Ensure student can see teacher's face for lip-reading during instructions. Pair with signing buddy if applicable. Use visual cues for 'STOP' command (raised hand) in addition to verbal. Provide written game rules and scoring systems rather than verbal only. Ensure adequate lighting on teacher and demonstrations for clear visual input.

physical disability

Provide wheelchair-accessible court space with clear pathways. Use lighter or larger racquets for reduced grip strength or coordination difficulties. Allow seated service if standing balance is challenging - focus on arm action and contact point. Reduce court size for limited mobility - smaller target areas closer to student. Use softer balls (orange/green dot) or foam balls for easier control. Allow two-handed service if one-handed grip is not possible. Provide ball tray at wheelchair height for easy ball access. Modify games: allow multiple bounces, remove time pressure, cooperative rather than competitive format. Use ball machine or helper for consistent feeding if independent serving not possible.

Cross-Curricular Links

English

Oracy and spoken language: giving clear verbal feedback to partners, explaining tactical decisions, leading warm-up/cool-down with clear instructions. Technical vocabulary: learning and using subject-specific terms (chopper grip, high toss, contact point, deuce court, advantage court), precision in language when describing technique. Listening skills: following multi-step instructions for service technique, responding to peer coaching feedback, understanding game rules created verbally. Non-verbal communication: reading partner's body language during coaching, demonstrating technique clearly without words.

Maths

Angles and geometry: calculating service angles (diagonal trajectory), estimating court dimensions and distances. Statistics: tracking service success rates, calculating percentages (e.g., 12/20 serves = 60%), creating graphs of performance improvement. Measurement: measuring toss height, contact point position, court dimensions using metres and centimetres. Spatial reasoning: understanding court zones, service box areas, tactical positioning based on angles.

Science

Forces: analysing force application in service action (upward toss force, forward contact force), relationship between force and ball speed/distance. Motion and trajectory: investigating parabolic ball flight paths, factors affecting trajectory (angle, force, spin). Energy transfer: kinetic energy from racquet to ball during contact, potential energy in ball toss. Body systems: cardiovascular response to exercise (heart rate increase during Cups and Saucers), muscular system (which muscles used in service action - shoulders, triceps, core), recovery and cool-down physiology.

Geography

Directions and orientation: using court markings to understand N/S/E/W equivalents (deuce court = right/east, advantage court = left/west), diagonal directions, spatial mapping of court areas. Angles and bearings: service direction as bearing from baseline, understanding diagonal as 45-degree concept. Map reading skills: translating court diagram (2D representation) to actual court space (3D), understanding aerial view vs ground perspective.

PSHE

Teamwork and communication: partnering effectively during reciprocal coaching, giving constructive feedback, collaborative game design. Resilience and growth mindset: persisting when service technique challenging, learning from mistakes, accepting that progress takes time. Managing emotions: dealing with frustration when serves miss, maintaining composure in competitive games, celebrating others' success not just own. Fair play and respect: demonstrating sportsmanship, following rules created by peers, respecting partner's ability level, honesty in self-assessment. Leadership development: student-led warm-up and cool-down, coaching partners, creating inclusive game rules.

Teacher Guidance

Positioning

SKILL INTRODUCTION: Position centrally at service line with all students seated on baseline in clear sight-line. Demonstrate with fence/wall behind you for visual clarity of ball trajectory. SKILL PRACTICE: During fence practice, position behind students observing all simultaneously. During reciprocal coaching, circulate around court perimeter checking both technique and coaching quality, spending 30-60 seconds with each pair. GAME APPLICATION: Position centrally between courts with 360-degree awareness, rotating observation focus every 30 seconds to different courts, moving closer to intervene on safety or technique issues.

Observation Focus

TECHNIQUE: Watch for chopper grip (V-shape on top of handle), high toss (30-40cm above extension), contact point (full arm extension, forward position), clean string contact (sound and ball response). SAFETY: Scan for ball hazards, spacing between students, racquet control, collision risks. LEARNING: Identify students achieving objectives vs those needing support, note quality of peer feedback, observe tactical application in games.

Intervention Points

TECHNIQUE BREAKDOWN: Step in immediately if service technique becomes unsafe (wild swinging, loss of control). Pause student, demonstrate correct technique, have them shadow 3 times, then resume with ball. SAFETY CONCERNS: Intervene immediately for spacing violations, scattered balls, or collision risks - use STOP command and correct before continuing. STRUGGLING STUDENTS: If student attempting 10+ serves with no success, intervene to modify - reduce distance, use orange ball, simplify toss, or provide one-to-one coaching. PEER COACHING QUALITY: If feedback is too vague ('good job'), pause the pair, model specific feedback format, provide sentence starters ('Your toss was... Next time try to...').

Demonstration Notes

MODELLING: Demonstrate: Service technique in slow motion first, freezing at key positions (grip check, toss release, contact point), then at normal speed 3 times for flow. Exaggerate key elements for visibility - large V-shape with hand, very vertical toss action, fully extended arm at contact. ERROR DEMONSTRATION: Show common mistakes deliberately - contact point behind head, low toss, poor grip - then immediate correction to highlight difference. STUDENT DEMONSTRATION: Select students showing good technique and those showing common errors (with sensitivity) - use both to teach. When demonstrating, narrate: 'Watch how I release the ball at eye level... see the ball travel straight up... notice my arm reaching fully forward at contact.'

Verbal Cues

•'Soft touches!' - during ball control warm-up to encourage gentle contact
•'Find space!' - during movement activities to maintain safe spacing
•'V on top!' - quick reminder for chopper grip during service practice
•'Toss and freeze!' - to check toss height before adding contact
•'Reach forward!' - to cue contact point in front of body not overhead
•'Track the ball!' - to maintain visual focus on ball throughout toss and contact
•'Quality over power!' - to emphasise technique development over pace
•'Be specific!' - to encourage detailed peer feedback not general praise

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum playing area: 4-6 half tennis courts (each approximately 6m x 12m) with 2m clear space between courts. Additional perimeter space of 3m around court boundaries for ball collection and movement. Total space requirement approximately 35m x 25m for class of 30 students. Courts must have clear sight lines to teacher positioned centrally.

Surface Check

Tennis court surface must be dry, clean and free from debris before lesson begins. Check for: no standing water or wet patches, no loose stones or foreign objects, no damaged court surface (cracks, holes), line markings clearly visible, fence/wall area for practice is structurally sound with no protruding elements. For outdoor courts: check for leaves, dirt or moss that could cause slips. For indoor courts: ensure floor is dust-free and appropriate footwear policy enforced.

Equipment Safety

Safety Checks

•Tennis racquets: Check before distribution - no cracked frames, strings intact with no sharp broken ends, grips secure and not worn through, appropriate size for age group. Reject any damaged racquets from use.
•Tennis balls: Ensure adequate pressure for control (balls should bounce to waist height from shoulder drop). Check for: no splits or cuts in ball surface, clean and dry for grip. Use age-appropriate balls (orange for beginners, green dot for intermediate, standard for advanced).
•Tennis nets: Check tension is appropriate (91.4cm height at centre), net securely attached to posts, no sharp edges on net clips or posts, net cable covered or positioned safely to prevent trips.
•Cones/markers: Check for no sharp edges or cracks, stable placement that won't tip easily, visible colour for trip hazard awareness.
•Ball hoppers: Stable base, no sharp edges, positioned in safe locations away from active play zones.

Risk Management

Key Risks

•Collision risk: Students moving quickly in game situations may collide with each other, nets, fencing or court equipment. Risk increased during Cups and Saucers activity with multiple students in motion.
•Ball strike injuries: Tennis balls hit with force may strike students in face, head or body. Particular risk during service practice when balls may be mis-hit unpredictably.
•Racquet contact: Racquets swung without spatial awareness may contact other students during warm-up ball skills or crowded practice. Risk of face/head injury from racquet frames.
•Slips, trips and falls: Wet courts, scattered balls, or quick directional changes may cause slips and falls. Trip hazards from balls rolling onto active courts or equipment placed inappropriately.
•Overexertion: Students pushing beyond capability in competitive games may experience exhaustion, dehydration or muscle strain, particularly in warm weather.
•Eye injuries: Ball strikes to unprotected eyes carry risk of injury, particularly from close-range shots or service practice.

Risk Mitigation

•Clear court boundaries established and reinforced - minimum 2m spacing between active courts, students taught to 'freeze' on 'STOP' command to prevent collisions.
•Adequate spacing enforced during all activities - 3m spacing for individual ball work, staggered positions during fence practice (1.5m apart), coaches positioned safely in service box not at net during service practice.
•Progressive skill building from static to dynamic - fence practice before court serving, shadowing before ball contact, controlled pace (70%) before full power.
•Balls collected and managed continuously - designated ball collectors during games, regular 'ball clear' stops to remove trip hazards, ball hoppers positioned strategically court-side.
•Hydration breaks scheduled - water available court-side, students encouraged to drink during transitions, monitoring for signs of overexertion (excessive breathlessness, red faces, hands on knees).
•Service practice safety protocols - coaches positioned in service box not at net (4-5m from server), servers check clear space before serving, 'ready?' confirmation before each serve.
•Racquet safety rules enforced - racquets carried by head when walking, placed on ground when not in use (not leaned against walls/nets), no swinging in congested areas, minimum 3m spacing during ball skill activities.

Supervision & Emergency Procedures

Supervision Points

•Teacher position: Centrally located with clear sight lines to all courts during games (position at midpoint between courts). During skill practice, circulate around perimeter to observe all students without creating blind spots.
•High-risk activity monitoring: During Cups and Saucers - position to observe both hitting and catching zones. During service practice - monitor toss technique and contact safety. During game application - scan for competitive intensity leading to unsafe play.
•Student positioning checks: Regularly verify adequate spacing maintained between students, coaches positioned safely during partner work, no students in 'danger zones' (behind servers, too close to fence during fence practice).
•Equipment monitoring: Scan for scattered balls creating trip hazards every 3-5 minutes, check racquets being used safely without wild swinging, ensure nets remain stable and secure throughout lesson.
•Student welfare observation: Monitor exertion levels particularly during Cups and Saucers and game play, watch for signs of distress or injury, identify students struggling with heat/exertion requiring break.
•Transition management: Supervise equipment collection and distribution to prevent unsafe rushing or congestion, maintain awareness during setup/pack-down when students are moving around space with equipment.

Emergency Procedures

STOP command: All students freeze immediately when 'STOP!' called loudly - use for immediate dangers (ball rolling onto court, student collision imminent, unsafe play). INJURY PROTOCOL: 1) Stop all activity immediately, 2) Assess injured student - send for first aider if needed, 3) Other students seated safely away from incident, 4) Do not move injured student unless necessary for safety, 5) Follow school first aid and reporting procedures. SERIOUS INCIDENT: Follow school emergency procedures, send reliable student for help, keep other students calm and supervised, provide first aid within competence level, complete accident report documentation. Keep first aid kit accessible court-side. Know location of nearest telephone/emergency alarm. Identify students with medical conditions (asthma, epilepsy, diabetes) at lesson start and be aware of relevant action plans.