It is very important in a lesson to have an effective warm-up. An effective warm-up has maximum participation, and should be interesting and motivational. The warm-up needs to be quick with minimal set-up and take down time. Warm-ups are important for elevating the student’s heart rate and increasing the body’s temperature preparing for the upcoming activities. Here I have listed 20 warm-ups that would be excellent for tennis.

1. Four Corners

- students get into partners, one stands in the middle of the court with a racket, the other at the front of the net

- partner at the front of the net points to the corners of the court, the partner with the racket must move to which ever corner

- top corners – do a lunge at the net, back corners – do a over head smash

- switch partners around

2. Bean Bag Lunges

- bean bags are spread out all over the court

- give students one minute to pick up as many bean bags as they can

- you can add rules, e.g. can only pick up one bean bag at a time, you can’t take bean bags from other people

3. Follow your partner

- students are in partners

- 2 bean bags are placed in the middle of the court

- as one partner picks the bean bags up and puts them, one at a time, in any of the 4 corners, the other partner goes after and picks them up

- partner picking up the bags tries to catch up to the partner placing them in the corners; partner placing the bags tries to get far enough ahead so that they are left without a bean bag to pick up

4. Clear the net

- students form lines behind the base line in relay formation facing the net

- a stack of balls are at the net in front of each team

- students run to the net and pick up a ball and hit it over the net using a designated stroke

- the last team with all the balls over the net wins

5. Find a cone

- each student gets a cone and places it somewhere within a designated area

- when the teacher says “go” the students run to find another cone; once at a cone they must do a two foot straddle over it , and then continue to another and do the same thing

- 2 people can’t be at the same cone

- when teacher says stop everyone must get to a cone – students can help each other to find a cone – teacher times to see how long it takes everyone to find a cone

- Work on getting low, agility etc…

6. The Line game

- students get into partners and place 2 cones on a line a certain distance apart (~1m), each set of partners has a ball

- partners face each other across the line, and bounce the ball to each other

- the ball must bounce on your side of the line first before it crosses on to your partners side

- partners catch the ball and bounce it back

- keep it going for awhile and then let students make up their own game, and rules (how to score points, how far apart the cones will be, how to start the game)

7. The Chasing game

- students are in partners

- partners set up two cones ~1m apart

- partners start by facing each other, and then one partner moves in any direction around the cones, and the other has to try to mirror the actions (do same actions opposite of their partner)

- after awhile can move to a tag game where one partner is “it” and tries to shuffle step around cones to tag the other person

- make rules like you can’t reach through the cones to tag

8. Infinity Tennis

- students get into pairs and scatter around the gym

- the partners try to rally a ball between them

- students can use forehand or backhand or both to hit the ball

- They can go against a wall, over a line, bench, net etc…

- the partners try to see how many consistent rallies they can get in a row

- if they loose control of the ball they have to start at zero and work their way up again

- work on consistency, racket control, and moving to the ball

9. Pop it up and run

- students form teams behind the baseline facing the net

- a pylon, or bowling pin is set up on the service line in front of each team

- the first student in each team hits a ball up into the air and then tries to run around the cone and get back in time to hit the ball up again

- the ball is allowed to bounce before they hit it up the second time

- after the second hit they go to the end of the line and the next person goes

- work on tracking the ball, moving to the ball, moving with the racket, hitting with control

10. Stations

- four stations are made each with a card that has directions on it

- students are broken up into four teams and each one goes to a station

- teams do the activity at each station until the teacher blows the whistle – then the teams jog around the stations until the whistle blows again and then the teams must go to the next station

- continue until each team has been at each station

- Activities at the stations could be: crab walk, wheelbarrow, pushups, sit-ups, jump rope, line game etc…

11. Cranes and Crows

- two teams of students (one team is cranes, the other crows)

- the two teams line up facing each other on a line, the person across from each student is their partner

- each team has a safety line behind them

- the teacher will call either cranes or crows, if it was cranes then that team must try to make it across their safety line before their partner tags them

- can make rules where students can only walk to get across the safety line, then move up to jogging, and then sprinting

12. Tennis Ball Tag

- students are in a designated area

- one player has a tennis ball in their hand and can pass the ball to other students at any time

- the person who is “it” chases who ever has the ball

- when the person with the ball gets tagged they become it

- some variation include having more than one “it” person, having more than one ball

13. Zig Zag Relay

- students are in relay formation behind the base line facing the net

- balls are placed ate the baseline, and cones are put in a line towards the net

- the first person in each line picks up a ball and puts it on their racket and then zig zags through the cones to the front of the net

- once at the front of the net the students hit the ball over it and then run through the cones back to their line and tag the next person to go

14. Hand Tennis

- students get into partners and find a space in the gym

- each set of partners plays a mini tennis game over a line, against the wall, over cones etc…

- the students hit the ball with their hands

- students can make up their own rules

- on command the students switch partners

- can advance to playing two on two

15. Circle Game

- students are split up into groups of about 6, and each group forms a circle

- each student in the group has a racket, and each group has one ball

- one person starts by bouncing the ball off of their racket to the person beside them

- the person receiving the ball bounces it off their racket, passing it to the next person and so on

- try to see how many successful hits they can get before the ball drops to the ground

- if the ball drops, the group has to start again from zero

- the teacher says “go” and the groups compete against each other to see who can get the most hits in 1-2 minutes

- can vary this by letting the students pass the ball to anyone in the circle instead passing the ball around the circle

16. Quick Moves

- the class is spread out in front of the teacher (everyone facing the teacher)

- the teacher says different commands and does actions and the students follow

- e.g. teacher yells ‘pepper’ and moves feet up and down really fast – the class follows until the teacher says, and does the next command

- commands could be: lunge action, overhead clear action, pepper, back, side, forward, ready position etc…

- you could vary this by having a student behind the class and when the teacher calls ‘switch’ the class turns and takes commands from the student behind them (alternate the student)

17. Mini Tennis

- students are in partners in a area designated by cones or bean bags

- each student has a racket, and each pair has a ball

- the pairs play a mini game of tennis in the smaller court

- the teacher will call out a certain type of stroke and the pairs will have to play with that stroke until the teacher yells another one

- students get to practice many different strokes

- if there is a problem with space, some pairs can play against the wall, alternating who hits it

- you can vary this by having groups of four play two on two

18. Around the Circle

- students are split into groups of about 6-8, and get each group gets into a circle

- each person in the group has a racket which is placed in front of them on the floor

- the students jog around the rackets in a circle

- when the teacher blows the whistle the students must pick up a racket off the floor and hold it in the forehand grip (“Shake hands grip”) and get into the ready position

- once everyone has done this the teacher blows the whistle again and the students put down the rackets and start jogging again

- if the teacher yells “change it up” then the students turn and jog in the opposite direction

19. Balance Relay

- students are split into relay teams and the line up behind the base line

- each student has a racket and a ball

- the ball is placed on the racket and students have to balance it there

- the first person in each line, balancing the ball on their racket, runs up the court, circles around a cone and runs back

- once they get back the must execute a basic serve and then tag the next person in line

- the first team finish and sitting wins

20. Off the Wall

- students are put into groups of 4-5

- each student in the group has a racket, and the group has one ball

- the groups line up in front of a wall (one behind the other)

- the first person hits the ball against the wall with a designated stroke, and then runs to the end of the line

- the second person in line then hits the ball as it comes off the wall (ball can bounce once), and then runs to the back of the line, then the third person in line goes and so on

- try to keep the ball going as long as you can

- teacher can change the stroke that groups are using, and also time the groups to see how many successful hits they can get in a certain time

- works on accuracy, force, consistency

Safety Considerations

1) Ensure proper footwear is worn at all times

2) Ensure students are wearing proper clothing

3) Make sure the court and the surrounding area is clear of debris (e.g. glass, garbage)

4) Make sure that students are aware of where other students are so that they don’t swing their racket and hit someone

5) Enforce rules about the proper use of rackets – any misuse of rackets will result in consequences

6) Students should always go around the net when changing sides, rather than jumping or straddling over the net

7) Make sure balls are not laying around when doing drills – you don’t want someone slipping on a ball

8) Ensure that a proper warm-up is done before each lesson to prevent injury

9) Students must go around courts when a game or rally is in progress, not through the playing area

10) Always make sure that the class is supervised

11) If it is raining outside use indoor activities

12) Have a first aid kit available in case of injury

13) If a student is hurt make sure that if it is serious they get help, and do not continue playing

14) Make sure students are spaced out enough in drills so that they don’t run into each other

15) Students must listen to commands, and treat equipment, teacher, and fellow students with respect

Assessment Procedures

1. Cognitive – 25%

A written exam will be given covering the rules, scoring, strategies etc… (See sample exam)

2. Psychomotor – 40%

Improvement throughout the unit will be noted, as well there will be a skills test at the end of the unit. The skills test will be set up as follows.

* The students will get marked out of 5 on each of the following strokes:

- forehand stroke

- backhand stroke

- lobs

- overhead smashes

- serves

- volley’s

The marking scheme out of 5 will be

1 pt. – proper ready position and grip

1 pt. – good technique in wind up

1 pt. – good technique in force producing phase

1 pt. – proper follow through

1 pt. – accuracy of the stroke in the court

3. Affective – 35%

Students will be graded on the following:

- Attendance and dress

- Participation

- Sportsmanship

- Co-operation and respect for teacher and other students

Practice Tasks/Activities

1. Keep it Up

Purpose: to learn some of the basic concepts needed to play tennis

- Students get a partner

- A bowling pin is placed between the two players

- The players try to hit the ball alternatively using their hands

- The ball must bounce once, it must be hit upwards

- You score by hitting the bowling pin over

- Works on consistency – ‘how can you play so the ball keeps going?’

- Works on positioning/placement – ‘where should you stand after you hit the ball?’

- Works on force – ‘how can you be more accurate?’

Ground Stroke Drills

2. Drop Hit to Partner

Purpose: to develop control and accuracy with the forehand and backhand ground strokes.

- students are divided into pairs

- the hitters (A), with their backs to the net, drop hit to their partners (B)

- B rolls the balls back to A

- After six forehands and six backhands have been hit, players rotate

3. Around the World

Purpose: to improve controlled hitting

- Students are divided into 4 groups

- The groups line up on the center of each baseline (if don’t have 2 courts, groups can line up on half of a court – 2 groups per side)

- The groups facing each other with the net in between play together

- The first player in line drop hits the ball over the net to the first player in the other line, then runs around the net to the other line

- The player receiving the ball returns it across the net to the opposite line, and then runs around the net to the other line

- Players try to keep the ball going as long as possible

- If the ball stops, the student who caused it will start the ball going again (after 2 stoppages of play the student is out)

- The game continues until 2 players are left and they play (without rotating around the net) until only one person is left

- You can have a competition between the groups on the other court to see which group can stay going the longest

4. Alley Rally

Purpose: to improve down the line placement, accuracy and concentration

- students are in pairs

- pairs stand opposite each other on either side of the net behind the baseline

- the partners try to rally back and forth keeping the ball in play within the boundaries of the alley

- players can play for points – each time the ball lands inside the alley that player gets a point

- players can switch sides after ~5min. to allow each player to work on their forehand and backhand strokes

5. Hitting Tossed Ball to Partner

Purpose: to develop control, accuracy, and timing with the forehand and backhand strokes

- The hitters (A) have their backs to the net facing their partners (B)

- The partners toss the ball to the forehand side, and the hitters hit the ball back with control

- After 5 forehands have been hit , the partners toss the ball to the backhand side

- After 5 backhands have been hit the partners rotate

6. Move to Hit

Purpose: to develop the ability to run to a tossed ball and hit it with control and accuracy

- Is the same as hitting a tossed ball, except for now the partners toss the ball to the forehand and backhand sides so that the hitter has to move a few steps to hit the ball

- The partners both hit 5 forehand and 5 backhand strokes with control

7. Ten to Move

Purpose: to develop controlled ground strokes

- students are in partners, standing across from each other, each at the service line

- can have 2-4 sets of partners per court

- the partners use ground strokes to rally back and forth – they work to get 10 consecutive hits

- after 10 hits they move back to in between the service line and the base line and try to get 10 consecutive hits from there

- after this they move back to the base line and try to get 10 hits from there

- if you are inside you can play this by having partners start a certain distance apart and then they take 5 steps back after 10 consecutive hits

8. Passing Shot

Purpose: to develop a passing shot in a pressure situation

- students are in groups of three

- one player (A) stands at the net and feeds the ball to player (B) who is near the baseline

- player B uses either the forehand of backhand to hit the ball back to player A

- player A then volleys the ball back to player B

- they try to keep the ball going as long as they can

- player (C) is the runner who retrieves any balls that have been hit out of play

- after 5 minutes players rotate around

Service Drills

9. Learn to Serve

Purpose: to develop the technique for the basic serve

- students stand ~10feet from the wall or fence

- the students throw a ball against the wall using the technique for serving

- as students get the feel for it they can progress to using their hand to hit, then a paddle racket, then an actual racket

- students can also go into pairs and using criteria sheet help each other out on technique

10. Over the net

Purpose: to develop confidence in hitting over the net

- students are in groups of 6-7, and stand about 6 feet away from the net in a line (one students stands on the other side of the net near the baseline)

- the first person in the line serves the ball over the net and the player on the other side retrieves the ball

- the player who hit goes into the retrieving position, and the player who just retrieved the ball goes to the end of the line

- once students get a feel for it they can gradually move the hitting line back until they are confident enough to hit from the baseline

11. Serve and Return Game

Purpose: to hit successful serves

- students are in partners, standing on either sides of the net

- one partner serves to the other, and the other returns the ball

- if you mess up a serve your partner gets a point

- if a partner does not make a good deep return then the other partner gets a point

- a good serve and deep return scores no points

- first player to 10 wins, and then switch positions

12. Consecutive Serves

Purpose: to practice concentration when serving

- students are in partners

- partner A serves to partner B to see how many consecutive serves they can make

- when A misses partner B sees how many serves in a row they can get

- keep track of consecutive serves and try to increase the number each time

13. Jacks

Purpose: to develop serving

- students are in partners, and a racket is spun to see who goes first

- player A serves from the forehand court

- if the serve is good, then they do two serves from the backhand court

- if they are both good then they attempt three serves again from the forehand court

- A continues serving until they miss, alternating service courts and adding an additional serve each time

- If player A misses then player B takes over using the same pattern as player A

- When B misses then A will serve again starting from the last consecutive set (e.g. if they ended on three consecutive serves, then they would try for four)

- First player to get 10 consecutive serves wins

14. Serve to a Target

Purpose: to gain accuracy in serving

- a hula hoop is placed on the backhand side of the service boxes on the opposite side of the court

- Students serve from the service line and try to get the ball into the hula hoop

- If the ball goes in the student takes 3 steps back and tries it again, and so on

- If they get it in the hula hoop they score 1 point against the target, if they miss the target gets 1 point

Volley Drills

15. Toss-Catch Volley

Purpose: to introduce proper body position for the volley

- students are in pairs

- pairs stand ~12 feet apart

- player A tosses the ball underhand to player B’s forehand

- player B steps across and forward and reaches for the ball

- after 5 tosses to the forehand side switch to the backhand side and then partners change jobs

- emphasis on reaching forward and getting arms way from the body

- can get partners to give each other feedback

- after players feel comfortable they can play over the net

16. Volley Shadow Drill

Purpose: to get the students to develop proper volley technique

- students find some space on the court with a racket

- from the ready position they complete 10-15 forehand volleys and 10-15 backhand volleys

- students must work on getting proper grip, footwork, contact zone, follow-through, and recovery ready position

17. Hot Volleys

Purpose: to develop consistency in volleying

- students are in pairs a certain distance apart (some will be closer or further apart depending on level)

- players volley back and forth rallying the ball

- players try to keep the ball going as long as they can

- if one misses – start over from zero

- see how many volleys you can get in a designated time

- after a specific amount of time switch partners around

18. Three at the Net

Purpose: to develop placement of the volley

- students are in groups of three at the net

- two students A and B, are on one side of the net and one student C is on the other side

- player C volleys the ball to A and B alternately

- A and B return the volleys to A

- After ~3min. players rotate positions

- As students get better they can move back further from the net

19. Volley Dexterity

Purpose: to encourage players to be alert at the net and to develop quick hands

- the class is divided into groups of 8

- 4 students in each group stand facing the other 4 students in the group (students must be spread out – can have the net in between them or if inside, just a line or bench)

- each student has a racket and there is one ball

- the first student in one of the lines volleys the ball to the person across from them, then that person volleys the ball to the second person in the opposite line, then that person volleys in to the second person in the opposite line and so on all the way down the line

- when the ball gets to the end it starts back the opposite way

- each time the ball makes a round trip the players rotate on position clockwise and start again

- groups can play against each other or the members of the same group can play against each other – if a mistake is made you are out until only one player is left

20. Off to the Races

Purpose: to develop placement of the volley

- students are in partners each on one side of the net

- one player is on the base line and feeds the ball to the other player who is near the net

- the player at the net attempts to hit the volley into hula hoops that are placed on the court

- the player feeding alternates forehands and backhands to the player at the net

- after 5 minutes players rotate

Lob Drills

21. Stretch to Catch

Purpose: to develop technique for lobs

- students are in partners facing each other

- partners throw a ball back and forth

- the partners throw the ball out a bit from each other so that you have to stretch to catch the ball

- move to get the ball as you would to do a lob stroke

- once players get more advanced they can use their rackets and lob back and forth

22. Hit it High

Purpose: to practice hitting lobs

- students are in groups of ~ 6-8

- half the students stand in a line on one side of the net at the baseline and the other half stands opposite them at the baseline

- the first person in one of the lines lobs the ball over the net to the first person in the opposing line and then runs to the end of his/her line

- players continue lobbing the ball back and forth to the front of each line

- if there is a mistake the ball is started over

23. Deep Lobs

Purpose: to practice hitting lobs deep

- students are in pairs, one standing on the baseline, and the other at the service line across the net

- player at the net feeds the ball to the player at the baseline, who then hits a lob

- player hitting the lob tries to get the ball over their partners head – the player at the net can move laterally, but not backwards

- if the player at the net hits the ball, or the ball goes out of bounds they get a point

- if it is a successful lob into the court the player hitting gets a point

- play to 10

24. Lob Recovery

Purpose: to practice hitting lobs

- in pairs, one partner on each side of the net

- one partner feeds the ball to the other

- partner hitting lobs hits the ball back over the net and then must run and touch the baseline and get ready for the next feed

- partners switch around after ~ 10 feeds

25. Lob – Overhead Rally

Purpose: to develop control and placement of the lob and overhead

- player A, standing at the baseline feeds a lob to player B standing near the net

- player B returns the lob with an overhead, and player A returns the ball with a lob and so on

- after 10 lobs have been hit players switch positions

Overhead Smash Drills

26. Getting a Grip

Purpose: to get the correct technique for overheads

- students are in partners

- each set of partners is against the wall or net

- one partner practices the overhead by hitting the ball against the wall

- the other partner helps give feedback on the overhead technique

27. Overhead Smash

Purpose: to develop the overhead smash, and to teach movement

- players line up in the starting position in the center of the baseline

- the feeder plays balls from the opposite baseline

- the first player runs in and touches the net with their racket

- the feeder plays a short lob, the player backs up and plays the ball with the overhead and returns to the line

- as the player hits the ball the next person in line runs up to touch the net to get ready for their overhead

- less experienced players can line up on the service line or in between the service line and the baseline

- After everyone in line has hit the feeder is switched

28. Shadow Overhead

Purpose: develop the overhead technique

- A hitter is in the service court block and other players are lined up side by side to the left of the hitter

- The feeder plays a lob to the hitter from the baseline

- The hitter plays 3 overheads to the corners then moves to the end of the line

- While the hitter is stroking the ball the others mimic their action

29. Foot Race to Overhead

Purpose: to practice the overhead with some accuracy

- players are lined up across the width of the court, halfway between the service line and the net on one side of the court – one player in each service block, one in each alley, and one on either side outside the alley

- players in the service blocks are the hitters, players to the shadow the hitters motion

- targets are placed in the deep corners of the feeders courts

- the feeder plays the ball to the hitter, and the hitter backs up to hit an overhead and then runs in again

- the feeder then hits a ball to the next hitter, and they do the same thing

- hitters rotate

30. Smash to Open Court

Purpose: to practice placement of the overhead

- students are in partners, one on each side of the net

- player A is at the baseline and hits a lob to player B at mid court

- B hits the overhead to the open forehand court

- After 10 balls, players switch positions

- After both players have hit they change to hit in the backhand court

Drop Shot Drills

31. Drop it Over

Purpose: to get the feel of a drop shot

- partners are at the baseline at either sides of the net

- player A hits the ball to mid court

- player B must move quickly to return the ball with a drop shot

- after 10 drop shots players switch

32. Drop it at an Angle

Purpose: to practice accuracy in placing the drop shop

- same as above, but now player B must try to angle the drop shot to either the forehand or backhand side of the net

- variation: player B must run and touch the service line after each drop shot

33. The Short Game

Purpose: to develop the drop shot during game situation

- partners play a mini game with in the service line

- hit the ball back and forth

- for every successful drop shot that player gets a point

- play to 10 points

Games

34. Tough Tennis

- there are 4-6 students per court

- students are in a set area and can’t move out of their area

- students play tennis, but all balls must be hit up – no smashes

- more than one ball can be played with

- students switch areas after every 2 points

35. Modified Game

- students play a regular game, except the scoring system is changed

- students rally back and forth, and after every rally one point is given for winning the rally regardless of who served

- games go up to 5 points and can be single or doubles games

- this could run as a tournament in the unit

36. Rally Relay

- students form a team in relay formation in front of a wall or fence

- everyone has a racket, but each team only has one ball

- the first person drops hits the ball against the wall and then moves to the end of the line

- the next person in line moves forward and hits the ball as it comes off the wall, then goes to the end of the line

- repeat this until everyone on the team has gone three turns

- the winning team is the team that goes through the line 3 times without missing

Teaching Styles

This unit will include command, practice and reciprocal styles of teaching. The practice style will be the style used the most often. Following is a brief description of each of the three styles that will used. Along with the description there will be an example of when the style will be used in the unit.

Command Style

In this style the teacher makes the all of the decisions. The role of the learner is to perform, and to follow. There is a direct and immediate relationship between the teacher’s stimulus and the learner’s response. The teacher gives a command signal and the learner performs accordingly. This style will be used when the teacher demonstrates a skill and the students perform the skill immediately after the given instruction.

The Command Style will be used in this lesson in some warm-up activities, when uniformity of the group is required. It will also be used when time or safety is a factor, and when replication of a skill is required.

For example, this style will be used when teaching the warm-up ‘Quick Moves’ where the students have to follow every action that the teacher does.

Concerns when teaching the Command Style:

- instruction should be easy to follow, clear and concise

- time and pace should meet the needs of the learners

Strengths of the Command Style:

- quick and efficient way of getting the material across

- safe

Weaknesses of the Command Style:

- little or no teacher/student interaction

Practice Style

In the practice style the learners start to experience the beginning of individualization. The teacher presents the task, gives a demonstration, and provides feedback. The instruction is followed by individual or small group practice.

The Practice Style of teaching is best used when there will be benefit form individual or group practice of a skill (e.g. stokes learnt through repetition) and when students will benefit from individual feedback (e.g. new skills and concepts).

The Practice Style is used in every almost every lesson in the unit. In the lesson on the forehand stroke the Practice Style is used with station cards. The students go around to the stations and do different tasks set out by the teacher. The teacher gives feedback to the students. An example station card is to follow.

Things to consider when using the Practice Style:

- teacher or student must demo

- can use videos

- task or station cards can be used

Strengths of the Practice Style:

- teacher able to give individual feedback

- student has time to practice at own level of ability

Weaknesses of the Practice Style:

- students staying on task

- students not challenging themselves

- students ability to do the initial task

Reciprocal Style

In the Reciprocal Style of teaching students work in partners and provide performance feedback to each other following a criteria sheet. One partner is a doer who performs the task, while the other partner is an observer who observes and gives feedback to the doer. The teacher’s role is to demo the skill and help the observer provide effective feedback. This style will be effective for students because as they provide feedback they will in turn learn the skills.

The Reciprocal Style of instruction is useful to incorporate in lessons when constant instruction and feedback is useful or when students will benefit from giving feedback.

The Reciprocal Style of teaching will be used in this unit when teaching the basic serve. In the ‘Getting a Grip’ drill students will be in pairs using a criteria sheet for feedback. A sample criteria sheet is to follow.

Some considerations when using the reciprocal style are:

- the teacher should circulate around answering any of the observers questions, and helping them with their feedback

- groups of two are most effective, however if there are odd numbers a group of three with two doers and one observer will work fine

Reciprocal Style Strengths:

- opportunity for interaction with peers

- opportunity to learn how to provide and receive productive, constructive feedback

- develop bonding skills

Reciprocal Style Weaknesses:

- partners reluctant to give feedback

- partners not getting along, or feeling uncomfortable

Criteria Sheet – The Overhead Smash

Doer:

- stand ~ 10 feet from the wall

- throw the ball against the wall using the correct technique for the overhead smash

- after 5 successful throws advance to using a paddle racket to hit the ball into the wall

- after 5 successful hits finally advance to using a tennis racket to hit the ball

- switch around with your partner

Observer (Critical cues to watch for):

- not-racket shoulder to net, weight on back leg

- bring arm back into “back scratch” position

- reach high to contact ball, extending arm and racket

- transfer weight forward

- follow through by swinging arm across body

- return to ready position

Block Plan Overview of Twelve Lessons

Lesson	Review Skills/Concepts	New Skills/Concepts	Major Teaching Points	Organization / Teaching Styles and Strategies
One		1.Learning some of the concepts of the game – force, positioning etc… 2.Ready position 3. Basic forehand grip 4. Basic Footwork	Concept tips: How can you keep ball going? Where to go after you hit? How can you be more accurate? Ready Position: - Grip - Balls of feet - Racket up Forehand Grip: - ‘shake hands’ - ‘V’ shape Footwork: - Pivot left foot- back hand - Pivot right foot-forehand	1. Warm-up: Line game catching ball after bounced on own side of line 2. Keep it Up drill 3. Demo ready position and grip 4. Practice stance and grip with partner 5. Rally in partners using ready position, grip and foot work
Two	1. Concepts 2. Ready Position and grip 3. Footwork	1.Ball Control 2. Forehand	Ball Control: Grip Low body position Track the ball Forehand: - Ready position and grip - Contact on non racket side - Step forward - transfer weight - Swing at waist height - Follow through across body	1. Warm-up: Bean bag lunges, find a cone 2. Find space on court: - Bounce ball in air, alternate sides of racket (forehand and backhand) - Bounce ball on ground, alternate sides of racket (forehand and backhand) 3. Demo forehand 4. Station cards: different tasks 5. Around the World 6. Rally relay
Lesson	Review Skills/Concepts	New Skill/Concepts	Major Teaching Points	Organization / Teaching Styles and Strategies
Three	1. Forehand	1. Backhand - One Handed - Two Handed	Back Hand: - ready position, grip - contact ball on racket side of body - pivot twd left side - draw racket back early, back is almost facing net - ball contacted at waist height - follow through – racket arm extended above head height - back into ready position - grip racket with 2 hands - pivot to left w/racket arm facing net - wt. shifts forward - racket swung around w/both arms - follow through in direction of target - return to ready position	1. Warm-up: Follow your partner, clear the net 2. Command - review forehand then demo backhand (1hand & 2hand) Practice Style: 3. Hitting tossed ball to partner 4. Move to hit 5. Game of Tough Tennis
Four	1. Backhand	1. Serving	Basic Serve: - side stance, feet shoulder width apart, wt on back foot - ball held out in front - grip same as forehand - high elbow, back scratch - extend arm and point to sky w/racket as shift wt. fwd to contact ball - snap racket head and follow through in direction of target - back foot steps fwd	1. Warm-up: Tennis ball tag – Infinity tennis 2. Command: demo Serve and go over main pts. ( students watch teacher then try swing w/ and w/o racket 3. Practice - Learn to serve drill in partners - start partners giving feedback to each other 4. Over the net drill 5. Serve and return game

Lesson	Review Skills/Concepts	New Skills/Concepts	Major Teaching Points	Organization / Teaching Styles and Strategies
Five	1. Serving	1. The Volley	Volley: - Ready position – racket high in front - little back swing - fwd swing is brief (punch ball) - step fwd to transfer wt. - contact ball in front - short follow through in direction of ball’s flight - return to ready position	1.Warm-up: pop it up and run 2. Review serve: Serve to a target 3. Command: explain and demo volley Practice: 4. Toss-Catch volley (giving feedback) 5. Volley shadow drill 6. Modified Game – rally back and forth
Six	1. The Volley	1. Tournament Ladder – start today 2. Rules, Scoring	Ladder: - Start ladder tournament with class - Play down ladder at end of rest of classes, and last 2 days will be final games - Go over main rules and scoring to play in ladder - Students will keep track of score in one game	1.Warm-up: zig zag relay, circle game 2. Review Volley: Volley dexterity drill 3. Mini Tennis 4. Start Ladder
Seven	1. Rules, Scoring	1. The Lob	Lob: - Is a reply to the smash - Ready position same as ground strokes - Pivot to side ball is on – elbow relaxed - Bottom of racket leads – as contact is made racket brushes under and lifts ball - High follow through – racket above head	1. Warm-up: Four corners, Chasing game 2. Command: demo and explain lob Practice: 3. Stretch to catch 4. Hit it High 5. Deep Lobs 6. Ladder play
Lesson	Review Skills/Concepts	New Skills/Concepts	Major Teaching Points	Organization / Teaching Styles and Strategies
Eight	1. The Lob	1. The Overhead Smash	Smash: - aggressive hit - ready position same as ground stokes - as soon as determine it is a lob, turn body sideways - racket in back scratch , wt. on back foot - to contact ball extend arm and lift racket head to sky - snap racket through ball - follow through to the net, back leg steps fwd	1.Warm-up: Cranes and crows, circle game 2. Review Lob: lob overhead rally 3. Command: instructions, demo and explain smash 4. Reciprocal: Getting a grip drill (partners give feedback using criteria sheet) 5. Overhead smash drill 6. Shadow overhead 7. Ladder play
Nine	1. Ov erhead smash	1. The drop shot 2. General help session	Drop Shot: - ready position closer to net - back swing above hitting height - swing through & hit ball in front of body - chopping under ball so it will fall dead short - follow through with racket across body - students pick a skill to work on and teacher circulates	1. Warm-up: Stations 2. Review smash: smash to open court 3. Command: explain and demo the drop shot Practice: 4. Drop it over – leads into drop in at an angle 5. The short game 6. General help 7. Ladder Play
Lesson	Review Skills/Concepts	New Skills/Concepts	Major Teaching Points	Organization / Teaching Styles and Strategies
Ten	1. Drop Shots	1. Game Strategy - Singles - Doubles 2. Review scoring, rules, boundaries, vocab etc… for quiz next day	- Stroke balls deep and move to the opponent around the court - Find their weakness - Keep your ready position - return cross court and move to the net - keep serves in play - keep front to back even	1. Warm-up: Balance relay, Off the wall 2. Review drop shots 3. Modified Game 4. Command: go over game strategy 5. Review & Questions for upcoming test 6. Ladder play
Eleven		1. Written Exam 2. Start skills testing 3. Continue Ladder	- no talking while exam is being written – no cheating Court 1: testing Court 2-3: students will practice skills Courts 4-6: used for ladder tournament play	1. Write exam 2. skills testing: groups of 5 will be on each court (5 tested at one time)
Twelve		1. Skills testing	Court 1: testing Court 2-3: practice skills courts Court 4-6: Tournament play – finish ladder	1. Skill testing 2. Finish Ladder

Station One

The Forehand Stroke

TASK: Drop Hit to Partner

· Get with a partner

· Partners drop hit back and forth using the forehand stroke

· Start approx. 6-8 meters apart

· Keep track of how many strokes you can get in a row

Cues to Remember:

· Ready Position – Proper Grip

· Pivot Early – Move to Ball

· Swing at waist height, transfer weight forward

· Follow through high

Written Tennis Exam

A. True or False: circle the correct answer

T / F 1. Balls that land on lines are in play

T / F 2. The arm should be fully extended at the point of contact on the serve.

T / F 3. The ready position for the volley is exactly the same as in the ground strokes.

T / F 4. In the Lob the racket is taken back high.

T / F 5. The volley has a short follow through

B. Multiple Choice: select the best answer and circle it

1. Which grip is used for the forehand volley?

a) Eastern

b) Western

c) Continental

d) Modified Western

2. What is the term that designates a point that must be replayed?

a) Net Ball

b) Let

c) Dead Ball

d) Fault

3. Which is the best position to wait for the ball during a rally in singles?

a) Court

b) Baseline

c) Service Line

d) Back-court

4. What is the score when the server wins the next point after “deuce”?

a) Advantage in

b) Advantage out

c) 40-30

d) Game

5. The serve should be hit with the ball

a) In front of the body

b) Directly over the server’s head

c) Slightly behind the head

d) To the left of the server’s head

C. Short Answer: answer each question in the space provided – 2 marks each

1. Explain the swing used for the overhead smash.

2. What are the three main cues for the forehand stroke?

3. Give some examples of basic singles strategy.

4. What is meant by the term “high percentage shot” and give an example.

5. What is one of the most common errors made by beginning servers?

D. Court Drawing – 5 marks

1. Draw a diagram of the tennis court. Label the service line, baseline, right service court, left service court, back court, singles sideline, doubles side line, alley, and net.

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1989.

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Douglas, P. Learn Tennis in a Weekend. Dorling Kindersley Limited, London. 1991.

Douglas, P. The Handbook of Tennis. Dorling Kindersley Limited, London, 1982.

Elliot, B. and Kinderly, R. The Art and Science of Tennis. CBS College Publishing, New

York. 1983.

Hopper, T. PE 352 – Instructional Techniques and Dual/Individual Activities.

University of Victoria. 2000.

Mosston, M. and Ashworth, S. Teaching Physical Education, 4^th edition. Macmillan

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Petro, S. The Tennis Drill Handbook. Human Kinetics Publishers, Inc., Champaign, IL.

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