Tennis Unit Plan

11 and 12 Grade
Matthew Cummiskey

Background Information:
 Monks in Southern France played a tennis-like game in their cloisters around 1000 ad.
They developed rackets and a net and soon the game spread to noblemen who added the
four point scoring system. The game continued to develop for centuries, for example,
some courts had walls, some boundaries shaped like an hourglass, and some nets which
were 4-5 feet high. In 1876, the All-England Croquet Club (later called Wimbledon)
developed rules for their first tennis tournament, most of which are unchanged today.
Today, there are two professional tennis organizations, the Association of Tennis
Professional’s Tour (ATP tour) for men and the Women’s Tennis Association Tour (WTA
Tour). Tennis professionals play various tournaments but focus on four major
tournaments collectively known as the Grand Slam which consists of the Australian
Open, the French Open, Wimbledon, and the U.S. Open.
 Tennis has been through boom and bust periods in America, most notably the boom of
the 70’s which included John MacEnroe, Jimmy Connors, and Chris Evert. Today, the
highest ranked American man is Pete Sampras at #1 in the world and Monica Seles at
#4.
 Tennis is a mixture of aerobic work during long rallies and anaerobic work during
vigorous spurts.
 Tennis is an excellent lifetime sport enjoyed by millions of Americans throughout the
age spectrum.
 Some locations around Ithaca for recreational tennis play include the Ithaca High school
courts, the Cornell courts, the Ithaca College courts, the Ries Tennis Center, and the
Stewart Park courts.

Skills to be Taught:
 Rules, History, Strategies, Forehand, Backhand, Volley, and Serve.

Equipment:
 Tennis rackets and balls.

Safety:
 Be conscious of rackets being swung in close proximity to you.
 Athletic shoes must be worn to participate on the tennis courts.
 The courts should not be used unless completely dry.
 Overhitting and racket throwing are not permitted.
 Check equipment before starting out.
 Dress appropriately for the prevailing weather conditions.
 Play under control at all times and at a level which will not be injurious.
Relation to NYS Learning Standards

1. Demonstrate competency in a variety of physical activities:

 Forehand: Prepare racket early, position body parallel to the ball’s path, position body a
proper distance from the ball, slightly flex knees, step with the opposite foot, maintain
eye contact until the ball is struck, contact the ball forward of the body, and follow
through.
 Backhand: Prepare the racket early, position the body parallel to the ball’s path,
position body a proper distance from the ball, slightly flex knees, step with opposite
foot, maintain eye contact, contact in front of body, follow through across body for two
handed and in front for one handed backhands.
 Serve: Stagger feet at line, bend knees slightly, start with racket in ready position (up
and facing away from court),toss the ball as high as the racket extended, toss the ball
slightly in front of the serving shoulder, strike the ball with all joints fully extended, and
follows through.
 Volley: Crouch to accommodate height of incoming ball, punch the ball (don’t swing),
keep the racket head above wrist, step into the ball, keep your eyes on ball until contact,
and attempt to create a low trajectory.

2. Know that motor skills progress in complexity:

 If a student or students has mastered the basic technique for skills, teach the more
complex version. Examples include the heart shaped racket pathway for the serve, drop
volleys, spin serves, slice approaches, etc.

3. Adjust technique based on feedback, including self-assessment:

 Have a student self-analyze their technique either verbally or written and compare their
critique against the teachers. Use video taping to assist self assessment or analyze a
partner’s performance during a skill.

4. Understand the relationship between physical activity and the prevention of illness, disease, and
premature death:
 Demonstrate proper technique in various skills to prevent injury. Relate how improper
form on serves, forehands, and backhands can result in injury especially to the shoulder
and elbow. Discuss rotator cuff problems and “tennis elbow”.

5. Recognize the importance of safe physical conditions:

 Before entering the tennis courts, ask students what physical dangers are present.
Obvious examples include the net poles, the fence, and the wood wall. Other dangers
might include a wet surface, rolling balls, objects such as a pencil on the playing
surface, inadequate clothing for the weather, and rackets in motion.

6. Develop skills of cooperation, as well as fairness, sportsmanship, and respect for others.
 Discuss tennis etiquette and appropriate player and spect222ator conduct. Show respect
to all players regardless of ability and acknowledge the achievements of other players
through positive support.

7. Understand the role of sport as a balance between cooperative and competitive behaviors and as
a tool to sharpen leadership and problem solving skills:
  During drill work, use a mixture of competitive and cooperative drills. Use the sport
education model to foster leadership skills.

8. Students should be informed consumers in regard to facilities and equipment:

 Discuss various tennis rackets such as wooden, metal composite, wide bodies, egg
shaped, and extender rackets. Discuss the difference between grass, clay, and hard
courts. Describe the difference between good-quality and inferior equipment.

9. Demonstrate the ability to locate physical activities and know some career options in the field:
 Identify community sponsored, school sponsored, and recreation tennis programs.
Career options include professional player, tennis coach, individual tennis instructor,
and facility maintenance.

Assessment Criteria

Student will be administered skill tests based upon the skills taught in a unit. Students
should not be informed which skill will be evaluated prior to testing day. Each skill is broken down
into the performance elements listed on the tennis skill cues page. These elements are weighted
such that a total of ten points are possible. Normally, major elements 3count as two points while
more minor ones are worth one point. The student is given two chances to perform the chosen
skill. It is important to note that each performance element is form based, therefore outcomes do
not affect grading.
Integration with Other Curriculum

1) Math
 Explain cutting off the angles in 4terms of bisecting the shot angle available to your
opponent.
 Allow students the option of recording statistics during drill work or matches. Statistics
may include service percentage, number of winners, aces, and unforced errors,
dispersion of errors off forehand or backhand, and location of serves.

2) Physics:
 Using Newton’s 3rd Law, equal and opposite forces, to explain why the ball may only
need be blocked back instead of struck.

3) English:
 Research literature on the cultural merits of tennis, great players from the past, and
tennis popularity around the world

4) History: Background information

5) Health:
 Excellent muscular endurance training and with proper conditions, cardiovascular
training.

6) Technology:
 Assign students to repair tennis rackets and prepare the courts for use.

Modified Conditions:
 Show a video pertaining to historical matches and/or development of the Grand Slam
format in the pool or wrestling room.
 Tennis conditioning day consisting of agility cardiovascular, and muscular endurance
training in the wrestling or weight room.

Non-Participation Activities:
 Line judge - stand beside the net post and call balls in or out and call out the score prior
to each point.
 Ball person - stand beside the net post and retrieve balls which strike the net or stray
from the court. Return the balls to the server before the next.
 Equipment manager - Any person functioning as a ball person or line judge will also be
an equipment manager. Duties include passing out equipment prior to play and
collecting equipment once play is completed.
Lesson Plans - On first in climate weather day, the rules and history of tennis will be taught.

Lesson 1
Warm-Up:
- Jog one lap around soccer field
- Stretch hamstrings, quadriceps, calves, and shoulders.
- Rhythmic limbering exercises for shoulders.
Skill:
- Forehand
Activity:
- Demonstrate and have students assume the forehand grip.
- Demonstrate skill cues of forehand.
- Drop ball with non-dominant hand and hit five yards into fence, not wall.
- Throw ball to partner, they return a gentle forehand. Thrower varies speed, depth, and
height off ground.
- Exchange forehands over the net, two partners per court.

Lesson 2
Warm-Up:
- Jog one lap around soccer field
- Stretch hamstrings, quadriceps, calves, and shoulders.
- Rhythmic limbering exercises for shoulders.
Skill:
- Backhand
Activity:
- Demonstrate and have students assume a backhand grip.
- Demonstrate the skill cues for the one and two handed backhand.
- Drop and hit backhand five yards into fence.
- Throw ball to partner, they hit a gentle backhand to partner.
- Exchange backhands over the net, two partners per court.

Lesson 3
Warm-Up:
- Jog one lap around soccer field
- Stretch hamstrings, quadriceps, calves, and shoulders.
- Rhythmic limbering exercises for shoulders.
Skill:
- Serve
Activity:
- Demonstrate and have students assume the service grip.
- Demonstrate the skill cues for the serve.
- Serve balls into a fence.
- Serve over the net, first into court, later into service box with partner.
- If time, practice overheads by having partner throw ball above net person.
Lesson 4
Warm- Up :
- Jog one lap around soccer field
- Stretch hamstrings, quadriceps, calves, and shoulders.
- Rhythmic limbering exercises for Shoulders.
Skill:
- Volley
Activity:
- Discuss using one or two grips for volleying.
- Demonstrate the skill cues for the volley.
- One partner at service line throws ball to partner at net, he or she volleys it back. Initial
thrower catches and they reverse positions after 20 volleys.
- Continuous volleying back and forth. Count number of consecutive volleys.
- If time: Service box game for touch. Play out game using only service box and
underhand serves. Keep normal score and volleys may not be used.

Lesson 5 - inclement weather lesson.

Skill:
- Knowledge and skill review
- Rules and history of tennis
Activity:
- Tennis jeopardy with teams and related categories
- Show a skill improvement video or a video from a professional or high school match.
Rules of the Game

1. General Information:
- One hit to advance the ball over the net.
- Players may not touch the net.
- Play begins by serving to the left service box and alternating thereafter between the left
and right boxes.
- Two chances are granted to successfully serve the ball into the service box.

2. Lines of the court:

Doubles Alley

End Line
Side Line
Service Line

3. Scoring: One point is 15, two is 30, three is 40, and four is game. If each player has three
points, the score is deuce. After deuce, terms instead of numbers are used to keep score. For
example, following deuce, the player who wins the next point has the “advantage”. If that person
with advantage wins the next point, they win the game, if not the score is again deuce. A player
must win six games, win by two, to win the set. If the score becomes six, six, a tie breaker is
played. During tie breakers, the first player to seven points, win by two, wins the set. A player
must win two of three sets to win a match. The score of the person serving is always read first
followed by the opponent’s score.

4. Tennis etiquette is a standard of conduct expected on the court. Examples include not yelling
while the opposition is hitting, not throwing your racket, not swearing, shaking hands following a
match, showing your opponent when serving with new balls, and not arguing line calls.

5. Strategies incorporated to help win points include moving your opponent around the court
(hitting to open areas), attacking your opponents weaknesses, and/or using one of the three styles of
play.

6. Terms:
a) Let - Serve which strikes the net but still enters the service box. Player gets to
serve again without penalty.
b) Service break - Winning the game when your opponent is serving.
c) Unforced error - A mistake or error made during normal circumstances. Your
opponent did not cause the error.
d) Winner - groundstoke which lands in the court and the opponent fails to touch it
with his or her racket.
e) Ace - Successful serve which your opponent does not touch with his or her racket.
7. Changing Ends
a) Normal scoring - change ends when the total of games is an odd number. For
example, after the first, third, fifth etc....game. For example, if the score is 5-2, the total is
7, an odd number, therefore, change ends.
b) Tie breakers - change ends when the total of points adds up to 6 or a multiple
thereof.

8. Styles of Play:
a) Serve and Volley Players - Follow a serve directly to the net and prepare to volley.
b) Baseline Players - Serve and strike ground strokes from the baseline. Baseline players
normally don’t approach the net unless forced to by the opposition.
c) Opportunists - Serve and strike ground strokes at the baseline but advance to
the net on short balls to volley.
 Physical Education
Tennis Quiz

Name____________________________________ Date_________ Odd or Even, Period 5 6 7 8

1. What are the names of the four tournaments referred to as the Grand Slam? (4pts)

2. List five of the critical elements for two of the four skills taught: forehand, backhand, serve,
and volley. (5pts)
Skill One: Skill Two:

3. Label the lines and region on the following court. (1 point each)

4. Fill in the score for the following scenarios. Each scenario is independent of the others. (1)
Server has one point, receiver has none. ______
Server has two points, receiver has one. ______
Each player has three points. ______
Receiver has four points, server has three. ______
Server has four points, returnee has two. ______
Each player has five points. ______

5. List two examples of proper tennis etiquette. (2pts)

6. Name two strategies which were identified to help you win points. (4pts)
7. Define the following terms: (1 point each)
a) let

b) service break

c) unforced error

8. In high school tennis, excluding win by two scenarios, (3pts)

a) How many points1010ï are required to win a game? ______
b) How many games are required to win a set? ______
c) How many sets are required to win a match? ______

9. When should you and your opponent change ends during..... (2pts)
a) the first set?

b) a tie breaker?

10. People who follow their serve to the net are called _______________. (1pt)

People who play from where they serve are called_______________. (1pt)
Tennis Skill Cues

Forehand:
• Prepare racket early.
• Position body parallel to the path of the ball.
• Position body at proper distance from incoming ball during contact.
• Knees slightly flexed.
• Step with opposite foot.
• Maintain eye contact until striking the ball.
• Contact the ball forward of the body.
• Follow through.

Backhand:
• Prepare racket early.
• Position body parallel to the path of the ball.
• Position body at proper distance from incoming ball during contact.
• Knees slightly flexed.
• Step with opposite foot.
• Maintain eye contact.
• Contact the ball in front of the body.
• Follow through across body for 2 handed and in front for 1 handed backhand.

Serve:
• Stagger feet at line.
• Bend knees slightly.
• Start with racket in ready position.
• Ball toss is as high or higher than person plus racket.
• Ball is tossed off serving shoulder.
• Ball is struck with all joints fully extended.
• Wrist follows through.
• Feet are stationary during serve.

Volley:
• Crouch to accommodate height of incoming ball.
• Punch the ball (don’t swing).
• Racket head is above wrist.
• Step into the ball.
• Keep eyes on ball until contact.
• Attempt to create a low trajectory.
 Physical Education
Serve Skill Quiz

Name _________________________________Date ______________Odd or Even, Period 5 6 7 8

Directions: Each performance element is worth one point unless noted otherwise. The maximum
total possible points is 10.

Performance Elements Points

Stagger feet at line ______

Bend knees slightly ______

Start with racket in ready position (up and facing away from court) ______

Ball toss is as high or higher than extended racket (2 pts) ______

Ball is tossed off serving shoulder ______

Ball is struck with all joints fully extended (2 pts) ______

Wrist follows through ______

Feet are stationary during serve ______

Total Points ______

 Physical Education
Forehand Skill Quiz

Name _________________________________Date ______________Odd or Even, Period 5 6 7 8

Directions: Each performance element is worth one point unless noted otherwise. The maximum
total possible points is 10.

Performance Elements Points

Prepare racket early (2 pts) ______

Position body parallel to incoming path of the ball ______

Position body at proper distance from incoming ball during contact ______

Knees slightly flexed ______

Step with opposite foot ______

Maintain eye contact until striking the ball (2 pts) ______

Contact ball forward to body ______

Follow through ______

Total Points ______

 Physical Education
Backhand Skill Quiz

Name _________________________________Date ______________Odd or Even, Period 5 6 7 8

Directions: Each performance element is worth one point unless noted otherwise. The maximum
total possible points is 10.

Performance Elements Points

Prepare racket early (2pts) ______

Position body perpendicular to path of ball (2pts) ______

Position body in a proper horizontal distance from incoming ball ______

Knees slightly flexed ______

Step with opposite foot ______

Maintain eye contact ______

Contact in front of body ______

Follow through to appropriate location ______

Total Points ______

 Physical Education
Volley Skill Quiz

Name _________________________________Date ______________Odd or Even, Period 5 6 7 8

Directions: Each performance element is worth one point unless noted otherwise. The maximum
total possible points is 10.

Performance Elements Points

Crouch to accommodate height of incoming ball (2pts) ______

Racket head is above wrist ______

Step into the ball (2pts) ______

Keep eyes on ball until contact ______

Punch the ball (3pts) ______

Attempt to create a low trajectory ______

Total Points ______