Ball Type/Focus Red Ball – Doubles – Weeks 7 & 8 Rationale The students will build on their serve groundstroke and volley skills that they have developed previously in the Term. Prior Knowledge. • Low-‐to-‐high swing for groundstrokes. • Shortened swing for volleys. Game & Focus Time What’s the Score Mr Wolf 5 min Students will develop their footwork skills, split-‐step, unit-‐turn and scoring skills. Clean Up Your Room Students will improve their somersault position in the serve. 5 min Madagascar Students will develop their footwork forwards, their side-‐on action, their abbreviated swing. Lineup Students reflect on their learning 15 min 3 min Lesson duration 30 minutes -‐ 3.30pm to 4pm Age 3-‐5 year olds Class Little Tackers Outcome The students revise all the strokes they have learnt during the term. They will learn scoring; and continue to develop their footwork, balance, tracking skills and unit turn for their groundstrokes and volleys. Content Students will participate in three games during the 30 minute lesson. There will be short breaks for drinks and discussion. Risk Assessment There is a risk of students knocking in to each other playing ‘What’s the score Mr Wolf?’ There is a risk of students standing too close to each other in the ‘Madagascar’ or ‘Clean up your room’ and being hit by a racquet. Content Resources Mini tennis-‐nets, flat markers, low compression tennis-‐balls, witches hat and tennis racquets. The students ask the coach (who has his back turned): “What’s the score Mr Wolf?” The coach informs them of the score (15, 30, 40, love and game and tells them what footwork they have to use to sneak up on him. When the coach jumps around into split-‐step position (Duck’s Bum), the students also have to go into split-‐step. Any student still moving will be asked to move back a number of steps. The coach then gets the students to turn for a forehand or a backhand showing the palm of their right hand (forehand) left hand (backhand) assuming they are right-‐handed. It is important that the students turn their feet to make them side-‐on. Students will serve as many balls as many balls as possible. This activity can be differentiated if the students are struggling to hit the ball by getting them to throw the balls. The students should start with a racquet, and the coaches ‘Show, Help, Watch’ before moving to throwing if the students are struggling. Students will hit forehand and backhand groundstrokes and volleys. The coaches will try and make the activity fast-‐paced, whist maintaining technique. For students who are succeeding at this activity, coaches can challenge them by adding low volleys, wide volleys, high volleys and overheads. The coach claps his/her hands in a simple rhythm and gets the students to copy. He/She quickly reviews every activity and then gets the kids to give him/her a high-‐
five and say what their favourites game(s) were. Organisation & Risk Whole Class Resources Pairs Students chasing balls outside their area and being hit with a racquet. 3 mini-‐nets, modified tennis balls Individual Students hitting students with their racquets. Whole Class 3 mini-‐nets, 6 flat markers, 3 baskets Ball Type/Focus Orange Ball – Doubles – Weeks 7 & 8 Rationale The students will build on their serve, groundstroke and volley skills that they have developed previously in the Term. Prior Knowledge. • Low-‐to-‐high swing for groundstrokes. • Shortened swing for volleys. Game & Focus Time What’s the Score Mr Wolf 5 min Students will develop their footwork skills, split-‐step, unit-‐turn and scoring skills. Clean Up Your Room Students will improve their somersault positions in the serve. Tennis Darts Students will: Contact out wide and above hips. Recover after stroke. Rally. Lesson duration 60 minutes -‐ 4pm to 5pm Age 6-‐9 year olds Outcome The students will revise all the strokes they have learnt during the term. They will learn scoring; and continue to develop their tracking skills and unit turn for their groundstrokes and volleys. They will also learn about the four different roles on the doubles court. Risk Assessment There is a risk of students knocking in to each other playing ‘What’s the score Mr Wolf?’ There is a risk of students standing too close to each other in the ‘Crazy Tennis’ or ‘Clean up your room’ and being hit by a racquet. Content Class Juniors Content Students will participate in six games during the 60 minute lesson. There will be short breaks for drinks and discussion. Resources Mini tennis-‐nets, flat markers, low compression tennis-‐balls, witches hat and tennis racquets. The students ask the coach (who has his back turned): “What’s the score Mr Wolf?” The coach informs them of the score (15, 30, 40, love and game and tells them what footwork they have to use to sneak up on him. When the coach jumps around into split-‐step position (Duck’s Bum), the students also have to go into split-‐step. Any student still moving will be asked to move back a number of steps. The coach then gets the students to turn for a forehand or a backhand showing the palm of their right hand (forehand) left hand (backhand) assuming they are right-‐handed. It is important that the students turn their feet to make them side-‐on. Organisation & Risk Whole Class Resources 5 min Students will serve as many balls as many balls as possible. Students struggling to serve can throw the ball. Pairs Students being hit with a racquet. 8 mini-‐nets, modified tennis balls 10 min Students rally the ball against the fence and attempt to hit the ball into a hoop attached to the fence above net height. The coaches are to instruct the students on a wide contact, above the hips and, then, the recovery footwork with a split-‐step as the ball hits the fence. This activity could be differentiated down to “Crazy Tennis” or “Madagascar” for students that are struggling. Whole Class Students hitting students with their racquets. 10 hoops, 16 velcro ties, 4 baskets of low-‐
compression tennis balls, 16 flat markers. Game & Focus Hot Seat Students will develop their volleying technique and positioning as a net player in doubles. Time 15 min King of the Court Students will get to use all the strokes they have learnt during matchplay. 20 min Lineup Students reflect on their learning 3 min Content The coach and a student throw a ball aiming to try and knock over one of two witches hats, which are positioned either side of the volleyer. The volleyer (Sprint Position) tries to knock over a witches’ hat diagonally opposite. After the volley, the volleyer replaces the thrower. When a volleyer hits the ball close to the target, the whole group gets a point. The point system is 15, 30, 40 game. The volleyer who gets the game point becomes the Hot Seat. A game commences between a doubles pair and the Hot Seat who is partnered by the coach (who now has a racquet). The game still starts with a feed to the person in Sprint Position. Coaches need to make sure they are coaching good volley technique: grip, hand position, movement forwards, turn, sneak like a lion and tag the ball. Focus on the lion steps for children struggling with this activity. Only for the more advanced students -‐ The students play Doubles tie-‐breakers. After five minutes, the team with more points moves to the right and the team with less points moves to the left. The children who struggle with Doubles can play “Doubles Stingyball”, “Crazy Tennis” or Madagascar. In “Crazy Tennis” and “Madagascar”, the kids will hit groundstrokes, volleys and overheads. The coach claps his/her hands in a simple rhythm and gets the students to copy. He/She quickly reviews every activity and then gets the kids to give him/her a high-‐
five and say what their favourites game(s) were. Organisation & Risk Groups of 4 Students hitting students with their racquets. Resources 8 mini-‐nets, 32 flat markers, 4 baskets, 12 witches hats Groups of 4 Students hitting students with their racquets. 8 mini-‐nets, 32 flat markers, 8 hoops, 32 balls Whole Class Ball Type/Focus Green Ball – Doubles – Weeks 7 & 8 Rationale The students will use their serving, volley, return, overhead and groundstroke skills in different doubles activities. Prior Knowledge. • Groundstroke, serve, volley and overhead technique. Game & Focus Community Students will have knowledge and understanding of roles and movements appropriate for doubles. Time 10 min Clean Up Your Room: full court Students will improve their somersault positions in the serve. The Fence Drill The students will improve groundstrokes with an emphasis on footwork and doubles roles. Lesson duration 60 minutes -‐ 5pm to 6pm Age 10-‐14 year olds Outcome The students will revise all the strokes they have learnt during the term. They will learn scoring; and continue to develop their tracking skills and unit turn for their groundstrokes and volleys. They will also learn about the four different roles on the doubles court – Server, Returner, Sprint Position and Hot Seat. Risk Assessment There is a risk of students standing too close to each other in the Doubles activities and being hit by a racquet. There is a risk of treading on the balls and rolling an ankle – particularly, in fast-‐paced. Content Class Intermediates Content Students will participate in five games during the 60 minute lesson. There will be short breaks for drinks and discussion. Resources Green balls, witches hats, flat markers. Organisation & Risk Whole Class Community is a great game to start with, because students find it engaging and fun. Students treading on The volleyers have to go for everything unless the ball is out of their reach. If this balls. happens, they need to call yours, to the baseliners, and retreat back. At this stage, the opposing volleyers should move forwards to try and get on top of the net. The baseliners’ job is to keep the ball away from the volleyers. Resources 2 baskets of green balls. 5 min There are 3 positions for every group, which are marked by flat markers: 2 wide flat markers at ¾ court and 2 markers close to the centre-‐mark behind the baseline. Students will serve trying to knock over targets. There are 4 targets in each service box. Each time a target is knocked over the team receives a point. The scoring is 15, 30, 40 game. Students will serve as many balls as many balls as possible. Players can rotate through the different positions. 2 baskets of green balls, 16 witches’ hats, 16 flat markers. 10 min Half Class -‐ pairs The students play in pairs with both players starting from the baseline. The teams There are risks that play out points. The player that makes a mistake has to run off the court and touch students will hit each the far fence. Students that aren’t playing are using the agility ladders or crazy balls. other if too close or tread on tennis balls. Groups of 3 Students being hit with a racquet or ball. 2 baskets of green balls. Game & Focus Hot Seat Students will develop their volleying technique and overheads and positioning as a net player in doubles. Time 15 min Doubles King of the Court Students will develop matchplay skills and understanding. 15min Lineup Students reflect on their learning 3 min Content Students work in pairs. At the start, there is a volleyer and a baseliner. The volleyer hits a volley from his tramlines, then poaches (the baseliner calls switch and switches), then the volleyer hits an overhead (the baseliner moves forwards to create a ‘wall’ at the net). Then, they swap jobs. The aim is to hit the volleys or overheads close to the targets. The volleyer is awarded a point if they play a ‘good’ volley or overhead. However, they can only receive the point if their doubles partner has moved into the correct position. The scoring is 15, 30, 40, game. The first player to get to game or knock over a target becomes the Hot Seat. Once there is a Hot Seat, the coach and the Hot Seat play the volleyer and the baseliner. The volleyer gets the same three balls and needs to win 2 out of the 3 rallies to replace the Hot Seat. The players not involved should work on the agility ladder or crazy ball. Tiebreakers. If there are more than 8 students, the tiebreakers should start from 3-‐
3, so no-‐one spends too long on the sideline. Students waiting should umpire and ballboy or work on footwork activities. The kids pretend they are teaching a 6 year-‐old doubles, and they have to explain the two most important aspects of doubles. Organisation & Risk Groups of 6 Students treading on balls. Resources 2 baskets of green balls, 8 witches’ hats Groups of 6 Students treading on balls. Partners 2 baskets of green balls. Ball Type/Focus Yellow Ball – Doubles – Weeks 7 & 8 Rationale The students will use their serving, volley, return, overhead and groundstroke skills in different doubles activities. Prior Knowledge. • Low-‐to-‐high swing for groundstrokes. • Shortened swing for volleys. • Overhead Serving • Serving and Return Positions Game & Focus Time Hot Seat 20 min Students will develop their volleying technique and overheads and positioning as a net player in doubles. Lesson duration 60 minutes – 6-‐7pm; 7-‐8pm; 8-‐9pm Age Class 12 year olds to adults Coaches and adults Outcome Content The students will revise all the strokes they have learnt during the term. Students will participate in five games during the 60 They will learn scoring; and continue to develop their tracking skills and unit minute lesson. There will be short breaks for drinks turn for their groundstrokes and volleys. They will also learn about the four and discussion. different roles on the doubles court – Server, Returner, Sprint Position and Hot Seat. Risk Assessment Resources There is a risk of students standing too close to each other in the Doubles Yellow balls, witches hats, flat markers. activities and being hit by a racquet. There is a risk of treading on the balls and rolling an ankle – particularly, in fast-‐paced activities. Content Students work in pairs. At the start, there is a volleyer and a baseliner. The volleyer hits a volley from his tramlines, then poaches (the baseliner calls switch and switches), then the volleyer hits an overhead (the baseliner moves forwards to create a ‘wall’ at the net). Then, they swap jobs. The aim is to hit the volleys or overheads close to the targets. The volleyer is awarded a point if they play a ‘good’ volley or overhead. However, they can only receive the point if their doubles partner has moved into the correct position. The scoring is 15, 30, 40, game. The first player to get to game or knock over a target becomes the Hot Seat. Once there is a Hot Seat, the coach and the Hot Seat play the volleyer and the baseliner. The volleyer gets the same three balls and needs to win 2 out of the 3 rallies to replace the Hot Seat. The players not involved should work on the agility ladder or crazy ball. Organisation & Risk Groups of 4 Students treading on balls. Resources 1 basket of yellow balls 4 witches’ hats Game & Focus Death by Smash: Doubles Students will improve their groundstrokes, volleys and overheads. Time 20 min Doubles Tiebreaker Students will improve their matchplay. 20 min Content A doubles pair (challengers) start at the baseline. The champion (coach) feeds the ball and a rally commences if the challengers win the point they move forwards together and receive a volley. If they win the subsequent rally, they receive an overhead and if they win this rally they become the champions or the person who hits the winning shot becomes the champion. The coaches’ roles could be to start as champions, to be a feeder (whilst coaching the champions) or to be coaching the challengers. Depending on numbers, the person who makes the mistake is out, or the doubles team is out. The students will play a doubles tiebreaker. Organisation & Risk 2 v 1 Students treading on balls or getting hit by a racquet because there are too close to the baseline when they’re waiting for their turn. Resources 1 basket of yellow balls. Groups of 4 Students treading on balls. 8 yellow balls