YEAR 9 PEFORMANCE STUDIES (PE) TENNIS SCHEME OF

YEAR 9 PEFORMANCE STUDIES (PE)

TENNIS SCHEME OF LEARNING OVERVIEW

Rationale and Context of Unit:

Core curriculum content:

Tier 2 & Tier 3 vocabulary explicitly taught:

In year 8 tennis, students developed the

following key concepts and skills:

1) Learn correct overhead serves so

you can make it difficult for your

opponent to return the ball.

2) Demonstrate shot placement

with depth and width so you can

move your opponent around the

court and set up winning shots.

3) Perform volley shots at the net so

you can win a point.

The focus of year 9 tennis is to make

staying in rallies far harder for the

opposition. Students will build upon

volleys to learn how to play the more

ferocious smash sot and close out points.

They will then build upon their forehand

and backhand shots to learn back hand

slice and forehand top spin. Finally,

students will spend lessons developing

game strategies such as baseline play and

net play.

In year 9 tennis, the scheme of learning will be

centred around the following key concepts and skills:

1. Learn smash shots with power and

placement so you can win points when at the

net.

2. Learn and demonstrate how to apply top

spin and slice so you can make it difficult for

your opponent to return the ball.

3. Develop your ability to use game strategies

and tactics to overcome your opponent in

singles and doubles.

Firstly, students will learn how to play a smash shot.

They will practice this in isolation initially, before

progressing to rallies. This will allow them to use

these in a game and win the point if the situation

presents itself. Top spin and slice will then be

developed, again in feeding to acquire the skill before

conditioned rallies. The final three lessons of the

scheme will focus on match strategies in

competition. Students will know when to play from

the baseline and when to move closer to the net to

attack. These skills will create successful tennis

players who can win points.

 Advantage – advantage in tennis occurs after the score reaches

40-all and the winner of the next point will have taken the

advantage.

 Back swing – is a motion of the swing that moves the racquet

into position to swing forward and strike the ball

 Baseliner – is a tennis term describing a player whose strategy

is to play predominantly from the baseline - sometimes called a

counterpuncher.

 Break point – means the player is one point away from

breaking their opponent's service game

 Chip and charge – playing the 'chip and charge' is seen as an

aggressive strategy in an attempt to return the opponent's

serve with backspin and followed by a swift move forward to

the net for a volley

 Deuce – Deuce is a situation when the tennis score is 40 all in a

game (40 to 40).

 Jamming – jamming means hitting the tennis ball straight to

the opponent's body which does not usually allow them to

extend their racquet for the return ball.

 Passing shots – passing shots are delivered passed the

opponent at the net without them being able to return the shot

 Serve and volley – serve and volley is a tennis strategy whereby

the player serves and then charges forward to the net in

anticipation of playing a volley off of the return.

 Top spin – playing topspin causes a forward rotation of the ball

after a shot. The ball spins forward often bouncing high and

dipping down sharply afterwards.

Challenge and Support:

Worldwide learning/ links to

century:

Cultural capital/ Industry/

Enrichment:

The unit is ambitious for all levels as those that excel and develop the confidence to fully apply

their skills can play against students of similar tennis ability. Throughout the scheme of

learning, teachers will use various approaches to support lower ability students and stretch

more gifted tennis players in the following ways:

1) Use of space (e.g. decreasing the distance between smash shots from feeder or

partner rallying with)

2) Use of equipment (e.g. using shorter or longer rackets or the compression of balls

3) Ability of opponent (pairing students with players of similar ability to ensure students

are able to perform skills to a similar standard)

4) Activity (e.g. creating rallies for higher ability students or supporting lower ability

students with feeding activities to learn skills)

These strategies enable all students, regardless of SEND requirement, to be ambitious about

their own tennis abilities. Tennis is a game that many will have access to throughout their lives

and can lead to lifelong physical activity. In order to facilitate this, the technical skills of tennis

are scaffolded with these strategies. For example, a lower compression ball can give a student

more time to react and adjust body position to play a shot. Whereas higher students can

perform this with full compressions balls. The space in tennis is important as smaller space is

often a support tool, whilst a larger space is harder to play in. Students can learn to use game

strategies on half courts or even in service boxes before progressing onto larger courts. The

activity can also be changed for different abilities, for example, skills can also be broken down

into feeding practices initially, whilst some will learn through rallies.

In 21

century sport, the use of

specific strategies are used to

overcome opponents, and this is

especially the case in tennis.

Students will learn different ways

to play the game and understand

when to use each type.

Students will develop soft

employability skills such as

independence when running tennis

drills and matches in small groups.

Etiquette is also developed and

these procedures are transferable to

a workplace setting. Students will

also have to deploy strategies in

tennis and the ability to do this is

transferable to future employment.

Students will have many

opportunities to participate in tennis

beyond PE lessons. Each week we

hold a tennis club where students

can come and play competitively or

recreationally with their friends. We

also enter boys and girls teams at

under 13 (year 7 and 8) and under

15 (years 9 and 10) levels in the

Norfolk tennis Leagues.

Historical, Social, Moral, Spiritual, Cultural context:

Cross curricular links/

literacy/numeracy:

Common misconceptions:

The PE department plans to create teaching atmospheres and scenarios with

opportunities to develop their key values. Tennis is a great sport to do this and also

promote etiquette in the following ways:

Students will always be

considering angles in tennis as

these are vital for overcoming an

Years 7 and 8 focussed on developing core

skills and using them in rather static rallying

situations due to the technical nature of

 Etiquette such as waiting off court until rallies are complete and remaining

silent whilst others are concentrating in rallies

 Sportsmanship through shaking hands and adhering to etiquette procedures

 Determination to learn tough shots like the smash and topspin

 Courage to take on opponents who are more challenging

 Respect for the umpire and opponent

opponent in a rally. Additionally,

they will have to consider these

two or three shots ahead as they

develop the ability to set up

winning shot opportunities.

tennis. In year 9, students will still learn

individual skills but will also use them in

games whilst incorporating game strategies to

overcome their opponents. Therefore, the

challenge for teachers will be to facilitate the

use of game strategies instead of simply

rallying to apply skills.

Assessment timeline:

At the beginning of the scheme of learning, an initial ladder tournament will take place to establish ability levels in the class. This will enable the teacher to place

individuals into groups to work with so they can progress at the correct level. This is usually based on the ability to rally using forehand and backhand ground strokes, and

the use of serves, volleys and game tactics developed in year 8. The key skills and concepts will be assessed lesson by lesson formatively. Teachers will provide extension

tasks or increase the complexity of an activity so students know when they are making progress (see examples above). The teacher with a demonstration will always

provide the WAGOLL for students to replicate. This will allow students to see the model that they are trying to achieve for each skill or task. The final lesson of the scheme

of learning will be match based to enable the teacher to derive a head and hands level for the skills and concepts. The heart level will be derived lesson by lesson and will

be an average of how students have demonstrated effective attitudes towards the key descriptors.

Home learning

Students will be required to watch the following videos in preparation for lessons:

 Smash shots - https://www.youtube.com/watch?v=PdM6cmb3ef4

 Top spin - https://www.youtube.com/watch?v=Rm08-qbXeW8

Feedback

Feedback from the teacher in basketball will be purely verbal and specific to the lesson objective. Teachers will observe students performing skills in both the skill

development section and conditioned game section of each lesson. The teacher should aim to provide one piece of feedback on skill development or/and one on the

conditioned game every lesson for every child. This will vary due to the size of groups and nature of the activity.

Due to the nature of the skill development tasks, peer feedback will be incorporated frequently. Often students are feeding to their partner(s) and this provides an

excellent opportunity for them to give details on what went well and what could be improved. The students will also use reciprocal teaching cards and key coaching points

provided by the teacher for this feedback.

Length of unit (duration indicated in lessons)

Unit: