KIN 369 UNIVERSITY HILL TEACHING LABS:
Tennis
COHORT NAME/NUMBER: Grizzlies #8
DATE: Nov 15th, 2013
LOCATION: UBC Gymnastics - Gym B
LEARNING OUTCOMES:
Students will be able to:
1. Demonstrate correct technique for the locomotions used in tennis (running forward, shuffling side to side) while
taking part in a modified 1v1 tennis match.
2. Display correct forehand technique while taking part in a modified 1v1 tennis match.
LESSON PLAN
LESSON
PARTS
Set
Induction
~4-6 mins
Warm Up
~4-6 mins
LESSON CONTENT
Students will listen to induction/safety cues
and begin to learn basic movement patterns
in tennis, as well as have the outlines of the
courts explained to them. See script attached
to the Lesson Plan.
Students will be introduced to ‘ready stance’
and will practice standing to ready stance as
well as:
1) Jumping into athletic stance from both
hopping up and down and side to side.
LEARNING CUES
& SAFETY TIPS
Learning Cues:
Listening up, Hug
racquets and step on
ball, Respect, Hustle,
Keep a racquets
length away, Do not
chase the ball
Learning Cues:
- Ready stance
-Low body/center of
gravity (ready
position)
-Get low (shuffling)
- Spot your turn,
- Sprint,
ORGANIZATION
DETAILS
Students will be gathered in a semi circle
sitting in the middle of the court.
Directions and demonstration will be given
while students are gathered in the centre
around one mini court and I will give a
demonstration so learners understand
boundaries.
Following the demonstration, students will be
given a court to go to and direction will be
1. (Don’t)
Crack the
Egg
~6-7 mins
2) They will then be introduced to the outline
of their mini court and will do the following
around their area to get used to the outline of
their court:
- Jogging forward
- Side stepping/shuffling
- Turning to run forward toward a target
- Running to and from the net
- Skipping
Activity Objective: Students will be able to
demonstrate correct forehand grip and wrist
position while walking to and from the net
balancing a ball on the face of the racquet.
Activity:
Students will display correct forehand grip
while balancing a ball on the face of the
racquet while remaining stationary at the
baseline of the mini court. They will then
walk to the net, side shuffle across the front
of the court, and walk back to the base line.
Once students are comfortable doing this,
the0y will add a small bounce to the ball
while walking.
Modifications:
Easier - Students may opt to not bounce the
ball and continue to walk (possibly slower)
while simply balancing the ball on the face of
the racquet.
Harder - Students walk sideways while
continuing to perform small bounces on the
face of the racquet. Additionally, students
may be challenged to bounce the ball slightly
-Knees up (skipping)
given as to when to start and when to switch
from one locomotion to another.
Safety Cues:
- Run with your head
up
- Keep a safe distance
from other students
Learning Cues:
- Keep a strong wrist
- Keep your eyes on
the ball
- Movement from
your whole body
- Wait for the person
in front of you to get
to the net before you
start
Safety Cues:
- Watch out for your
partner
- Be aware of your
surroundings
Learners:
Will be on their own mini court (as assigned
by teacher) in groups of two or three.
*If 18 = 6 groups of 2, 2 groups of 3
*If 17 = 7 groups of 2, 1 group of 3
*If 16 = 8 groups of 2
*If 15 = 3 groups of 2, 3 groups of 3
*If 14 = 4 groups of 2, 2 groups of 3
Demonstration will be done around the
allocated demonstration court and learners
will be gathered around this court.
Equipment:
One racquet and ball per learner, mini nets to
create smaller courts
Time:
~7 mins → Short demonstration (less than 30
seconds) followed by activity
Space:
Learning will occur in one mini court per
pairing
2. Forehand
Scoops
~6-7mins
higher if they demonstrate adequate control.
Activity Objective: Students will
demonstrate correct technique for the
forehand striking progression, scooping, by
successively scooping in a controlled
manner.
Modifications:
Easier - Students will perform one successful
scoop at a time, stopping to reset the ball
after each turn.
Harder - Students will perform several
successful scoops in a row while turning to
face in the opposite direction around the gum
line, focusing on ready position as well as
continental grip and scoop technique.
Learning Cues:
- Strong wrist and
arm
- Movement from
whole body to match
the ball position
- Bend your knees as
if on a skateboard
- Keep your eyes on
the ball
- Riding a skateboard
Safety Cues:
- If you lose control
of a ball and it rolls
into another student’s
play area, go get a
new one from stash
- If a ball comes into
your playing area,
stop playing and
remove the ball so no
one trip/steps on it
and return it to the
stash
Learners:
Will be placed in the same courts as previous
activity, but with gum lines for markings.
Students will be spread out to allow adequate
room for safety.
Equipment:
One racquet and ball per learner, mini nets to
create smaller courts, one gum line per learner
Time:
~ 7 mins → Short demonstration of proper
technique (less than 60 seconds) followed by
activity
Space:
Learning takes place on gum lines; learners
are intended to be relatively stationary
3. Scoop to
the Hoop
~6-7mins
Activity Objective: Students will perform
correct forehand passing (scooping)
technique with a specific target (the hula
hoop) while moving with a partner around
the perimeter of the hoop.
Learning Cues:
- Lock your wrist
- Shake hands with
your racquet
- Keep your eye on
the ball
Activity
- Watch your
1. When I say “GO,” one student from each
opponents body to
partner group come grab a hula hoop and
see where they are
take it to your designated court
sending the ball
2. Place the hula hoop on the ground centered - Move your body
in the middle of the court to allow sufficient
and arm to make
space to move around it
contact with the ball
3. Rally between the partnership taking turns: - Lots of knee bend
- Dropping the ball then with the correct
Safety Cues:
scooping action, make contact with the ball
- Keep your head up
with the target being the center of the hula
- If you lose control
hoop
of a ball and it rolls
- Have the ball bounce so it doesn’t go
into another partner’s
directly to your partner to incorporate
play area, go get a
practicing moving to the ball and anticipating new one from your
where the ball will be
stash
- If a ball comes into
Progressions: Easy → Harder
your playing area,
1) ‘Partner A’ catches the ball, re-starts by
stop playing and
dropping the ball and with the scooping
remove the ball so no
action send the ball to the middle of the hoop one trip/steps on it
and in the chosen direction, Partner B moves
to where the ball is sent to and catches ball
2) Partner returns the ball after waiting for a
second bounce outside of the hoop (see
diagram in Content Analysis)
3) Partner returns the ball by connecting with
it in mid air w/o waiting for second bounce
Learners:
Lined up along the demonstration
court baseline/sidelines for instruction,
partner work around hula hoop with adequate
space around for safety (within mini court)
Equipment:
1 Racquet per student, 1 Tennis Ball per pair,
1 Hula Hoop per pair
Timing:
- Demonstration of Progression 1 = <1 min
- Progression 1 = ~1-2 mins
[bring students to demonstration court]
- Demonstration of Progression 2 and 3 = <1
min
- Progression 2 & 3= ~2-4mins
Space:
Learning takes place with their partner/group,
entered in their designated mini court
4. 1v1
Tennis
~6-7mins
Activity Objective: Students will
demonstrate correct technique for the
locomotions used in tennis (running forward,
shuffling side to side) as well as correct
forehand technique while taking part in a
modified 1v1 tennis match.
Learning Cues:
- Keep your eyes on
the ball
- Anticipate where
the ball will be; look
at your opponents
body position
- Lock your wrist
Activity
- Shake hands with
1a) Partner A serves the ball to the other side, your racquet
moves to the left, and pivots and runs to exit Safety Cues:
the court
- Always back-up out
1b) Partner 1 waits in the ready positions for of the court to the left
the incoming serve and returns the ball,
- Keep your head up
performs the same side shuffle and run to the - If you lose control
left in order to exit the court
of a ball and it rolls
into another partner’s
2a) After Partner A has successfully moved
play area, go get a
off to the left of the court, Partner B runs into
new one from your
the court and strikes the ready positions to
stash
receive the incoming ball
- If a ball comes into
2b) Partner B returns the incoming ball
your playing area,
struck by Partner 1 to Partner 2
stop playing and
remove the ball so no
Easier: Catch ball first before re-setting and
one trip/steps on it
sending the ball over the net
Harder: Work on placing the ball and focus
on making the opposing partners move in
order to score a point
Learners:
Partner A centered in the middle of the court,
Partner B on the baseline and (if applicable)
Partner C two racquet lengths away from
Partner B on the baseline. Once game begins
and contact is made with the ball, roles
reverse as Partner A side steps to the side line
and runs to the baseline as Partner B charges
forward and (if applicable) Partner C side
shuffles to where Partner B just was to
provide proper flow and equal playing time.
Equipment: 1 Racquet per student, 1 ball per
game for play, collection of tennis balls for
replacement if a ball goes missing, mini nets
Timing:
~3mins then rotate courts twice to the left to
enable outside court partners to play in a new
environment
Space:
Learning takes place in each mini court
half filled with 2-3 students
5. 1v1
Tennis
Match
*Back-up
Activity Objective: Students will
demonstrate correct technique for the
locomotions used in tennis (running forward,
shuffling side to side) as well as correct
Learners: Will begin to encourage the more
competitive side of tennis by challenging
oneself first and their partner afterwards
through the 1v1 tennis match, in same
Learning Cues:
- Keep your eyes on
the ball
- Anticipate where
Cumulative
Activity*
~6-7mins
forehand technique while taking part in a
modified 1v1 tennis match.
the ball will be; look
at your opponents
body position
Part 1
- Lock your wrist
1. Both Partner A and B gets into the ready
- Shake hands with
position across from each other on the hoop
your racquet
2. When I say “GO,” you will have 1 minute Safety Cues:
seconds to complete as many rallies as
- Keep your head up
possible
- If you lose control
3. “FREEZE.” Who thinks they got the most? of a ball and it rolls
#?
into another partner’s
Part 2
play area, go get a
1. Both Partner A and B get into the ready
new one from your
position across from each other on the hoop
stash
2. Play 1v1 while still focusing on first
- If a ball comes into
bouncing the ball in the middle of the hoop,
your playing area,
but challenging their partner and trying to
stop playing and
win the point by having their partner miss the remove the ball so no
ball.
one trip/steps on it
3. Play first to 10 points
positioning as Activity 3
Equipment: 1 Racquet per student, 1 ball per
game for play, collection of tennis balls for
replacement if a ball goes missing, hula hoop
Timing:
Progression 1 = ~2 min including feedback
from kids
Progression 2 = ~4 minutes
Space:
Learning takes place in the middle of a mini
court around a hula hoop
5. Cool
Down
Stretching
~4 mins
5. Students will be able to loosen muscles
while performing correct, safe technique
of various static stretches.
Learners: Form a semicircle with even
spacing between students to prevent touching,
facing the instructor.
Equipment:
None
Timing:
~30 seconds each stretch, 4 mins total
Space:
Stretching takes place within the
demonstration court boundaries
1) Clean-up
- When I say “GO” , everyone hustle to
return their rackets to the bags and take the
tennis balls to the box
- Come form a semi circle in the
demonstration court
2) Standing Stretches
- Arm Circles
Learning cues:
- Feel relaxed
- If you can’t reach
your toe, bend your
knee until you can
but not too much so
you can no longer
feel the stretch
Safety Cues;
- Don’t force it
- You don’t want to
feel pain, just a slight
pull
- Stretch your neck
- Ankle rolls
- Shoulder stretches
3) Seated Stretches
- Butterfly
- One legged reach (L, R)
- Straddle Forward reach
- Touch your toes
Closure
~2-3 mins
*See script attached to the Lesson Plan
*See script attached
Students seated in a semicircle in the
to the Lesson Plan for demonstration court, single file line for
question prompts and heading back to the gym
learning cues
CONTENT ANALYSIS
Continental Grip
The grip most pros use to serve, volley, slice, and hit overheads, and this is the grip you want to use for those shots as well. [Occurs
when]
the heel pad and index knuckle of your hitting hand are resting on the second bevel of the tennis racket. (Hamilton 2011, Tennis
Canada 2011)
Ready Position
Feet about shoulder width apart, or a little bit wider. Knees should be slightly bent and weight should be on the balls of your feet, not
the heels. Upper body should be relaxed, with your arms and the tennis racket out in front of your body. Angle the head of your racket
up a little bit. It’s also important that your upper body should not be hunched over, bending forward. Your back should be straight so
that with your legs bent it is almost like you are sitting in a chair. Your eyes should be on your opponent and especially the tennis ball,
not looking down at the tennis court. Practically speaking, when you are in the ready position you want to be about a foot shorter than
your normal height, which is a good athletic height. This will center your weight down and allow you to move explosively in any
direction around the tennis court. (Hamilton 2011)
First Step Movement
To perform the first step movement, step out with your outside foot and turn it so that it is parallel with the baseline. Transfer your
weight to your outside foot, and push off in the direction of the tennis ball with your inside foot, getting the heel up as you do. From
this position, you are now ready to run to the tennis ball or immediately start taking adjusting steps. (Hamilton 2011)
Forehand
First, all top forehands in tennis have a "coil" element. The body is turned sideways, torso is turned and the left arm is straight,
somewhat parallel to an imaginary baseline. Second, they manage to deliver the arm and racket slightly in front of the body at contact
with the racket face perpendicular. The arm may be slightly bent and the wrist is laid back at contact. The non-dominant hand has
rotated to the opposite side as before. Torso position is facing to some degree to the net. (Hamilton 2011)
Running
Proper running form occurs when an individual’s stride length is at it’s maximum and fast. It has a definite flight phase with complete
extension of the support leg and the recovery thigh parallel to the ground. The individual’s arms will swing vertically in opposition to
the legs, bent at right angles. (Gallahue 2003)
Side Shuffle
The side shuffle is a great recovery method because it allows you to get back to the center of the court, but it also allows you to change
direction and move back out wide very quickly. To side shuffle, step out with your outside foot, and then bring your inside foot in.
Make sure that your feet never touch as you perform this step. (Hamilton 2011)
Skipping
Proper form occurs when a rhythmical weight transfer throughout the movement occurs, coinciding with the rhythmical use of arms
upward in time with legs. The pattern occurs when a low vertical lift on the hop follows through with a toe-first landing enabling the
individual to move in a straight line and change direction. (Gallahue 2003)
Catching
In order to catch, the individual must display no avoidance reaction while tracking the ball with your eyes into your hands. An
individual’s feet are positioned one ahead of the other and weight shifts to back foot on contact. The arms are held relaxed at sides and
forearms are held in front of the body until the arms ‘give’ (shoulders retract) on contact to absorb force with thumbs held in
opposition to enable hands to grasp the ball in a well-timed simultaneous motion with relaxed fingers and body directly in line with
the incoming object. (Gallahue 2003)
Horizontal Striking
Trunk turns to side in anticipation of tossed ball; weight shifts to back foot. Hips rotate. Weight transfers to front foot on contact
backwards. Striking action occurs in a full arc in a horizontal pattern. (Gallahue 2003)
SET INDUCTION AND CLOSURE SCRIPTS
Set Induction: Hi everyone and welcome back to UBC. Today we’re going to learn about tennis. Has anyone ever played tennis
before? I’m going to go over
some safety things really quickly before we get started, and I promise this is the most boring part of the lesson. The better you listen,
the faster we can get on with playing. First off, when I say ‘freeze’, do we all remember what it means? If I say ‘hustle in’, what does
that mean? When I’m explaining most things, I’m going to ask you to hustle in and I need you to come in as quickly as possible.
Finally, please don’t start an activity until I say ‘go’. Now, because we’re going to be using some equipment that can be distracting,
I’m going to ask for your cooperation so I can help you learn better. These racquets are for playing tennis only. If I see anyone using
them for anything else, I will ask you to forfeit it to me. This is so everyone remains safe while learning. When I am talking, if you are
holding on to a racquet please hug your racquet against your chest. If you’re holding on to a ball, please place that ball under your foot
and look at me so I know you’re listening. I completely understand that you may have a ball or two that doesn’t go exactly where you
want it to, so I have put extras at the baseline of your courts. Please don’t go chasing a ball if it goes into a different court, but instead
go get another ball from your stash. Here is what I mean by ‘your court’ (physically show the outline of one court). If you need to use
the washroom at all, please let one of us know and we can take you to the closest washroom. Today we’re going to be working on a
few different skills individually as well as in partners and small groups.
Closure: Awesome job today everyone, I think it was a really successful first class! Everyone really started to really move around the
court with awesome purpose and speed! I saw a lot of really good technique with the everyone’s ready positions, scoops and
beginning swings! And together, you’re all better tennis players than me already. I think we need to work on/did really well with
(hustling, listening to my start and stop cues, being respectful)
What activity did you like best today? Why?
Anyone else like a different activity more?
Was anyone especially proud of something they accomplished/did something they never thought they’d be able to do?
What aspect of tennis did you find to be the hardest or easiest? Why?
Thank you all for participating, we hope you had fun! Remember to bring your physical activity clothes for next week and we’ll see
you next week for Team Games! It’s time to go back to the main gym and meet up with your teachers again. So, when I say go can I
get everyone to stand up and form a single file line in front of me alternating boy/girl/boy/girl as quick as you can! “GO!”
I’ll collect your name tags and then we’ll head back to the main gym.
Resources
Gallahue, D., Donnelly, F.C. (2003). Developmental Physical Education For All Children. (4th ed.). Windsor, ON: Human Kinetics.
Hamilton, W., Sieminski, A. (2011). Footwork Fundamentals. Retrieved from http://www.fuzzyyellowballs.com/video-tennislessons/ footwork/footwork-fundamentals/
Tennis Canada. (2011). Tennis FUNdamentals. Retrieved from http://www.tenniscanada.ca/tennis_canada/Contents/TPA/Reso
urces/Text/English/FUNdamentalsEntireProgramupdated.pdf