Tennis Unit Plan

9th Grade

Brianna Cox

Dr.Campbell

ES 350

VA SOLS

Skilled Movement

9.1 The student will perform all basic movement skills and demonstrate competence in at least two self-selected, lifelong, skill-related physical activities from individual, dual, or team game/sport, dance, and recreational pursuit categories.a) Apply competencies in all locomotor, non-locomotor, and manipulative skills to

appropriate game/sport, dance, and recreational activities.b) Design, implement, evaluate, and modify a plan for at least two self-selected, lifelong,

skill-related physical activities. Key concepts include analysis of performance, application of principles of movement and training, and focus on goal setting and improvement of personal skills.

Movement Principles and Concepts

9.2 The student will apply movement principles and concepts to specific sport, dance, and recreational skill performance.

a) Explain and apply selected scientific principles (e.g., physiological [warm-up, cool down, overload, specificity, and progression], biomechanical [levers, types of muscle contractions, and force]) that aid in the improvement of movement skills.

b) Use movement principles and concepts to improve the movement performance of self and others.

Personal Fitness

9.3 The student will demonstrate achievement and maintenance of a health-enhancing level of personal fitness by designing, implementing, self-assessing, and modifying a personal fitness program.

a) Demonstrate program-planning skills by setting goals, devising strategies, and making timelines for a personal physical activity plan.

b) Apply the FITT (Frequency, Intensity, Time, Type) principle and other principles of training such as overload, specificity, and progression, in accordance with personal goals.

c) Include scientific principles and concepts (e.g., methods of stretching, types of muscular contractions) as strategies for improvement of personal fitness.

d) Use a variety of resources, including available technology, to assess, design, and evaluate a personal fitness plan.

e) Identify consumer issues related to selection, purchase, care, and maintenance of personal fitness equipment.

Responsible Behaviors

9.4 The student will demonstrate appropriate behaviors in all physical activity settings.a) Act independently, and resist negative peer influences in physical activity settings.

b) Exhibit respect for the unique characteristics and abilities of peers.c) Act responsibly to avoid conflict.

Physically Active Lifestyle

9.5 The student will participate in school and community physical activities that are challenging and health-enhancing and that provide opportunities for social interaction.

a) Maintain a record of daily participation in physical activities.b) Develop and evaluate progress toward personal physical activity goals within and

outside of physical education class.c) Analyze long-term physiological and psychological benefits that may result from

regular participation in physical activity.

SHAPE Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interactions

Unit: Tennis

Central Organizer: Tennis is a game/sport that can be enjoyed throughout life. Through physical education you will be given the opportunity to learn and develop skills within the game of tennis. In order to get efficient with the skills in tennis you will need to practice and apply the skills often. Additionally, it is important to understand the knowledge within the game such as the etiquette and strategic planning done to become efficient and enjoy the game.

Unit Goals:

The student will be able to demonstrate the key components of the forehand, backhand, and serve and successfully return the ball 3 out 5 times using each stroke.

The student will be able to keep score within a tennis game by recording the scores in a class match.

The student will understand the general rules of tennis and apply them in a game-like situation.

The student will show appreciation of etiquette and fair play by rules by working cooperatively in a doubles match.

The student will apply defensive strategies by covering the court while participating in a singles match and apply offensive strategies by hitting to open spaces while participating in a singles match.

Essential Questions:

1. What are the benefits of learning to play tennis?2. What are the two main hitting techniques used in the game of tennis?3. What are some of the necessary skills and etiquette needed to be successful in the game

of tennis?4. What are the general rules of tennis?5. How do you keep score in a match?6. What are some of the ways to improve skills to become more efficient in a match?7. What are some offensive and defensive strategies used in tennis?8. What are the biggest differences when playing a singles match versus a doubles match?

Critical Resources for Tennis Unit:

Equipment

25 tennis rackets 40 tennis balls Nets Cones

Facility

The outdoor tennis courts located on school grounds when weather is appropriate and the gymnasium for bad weather

Off-Campus Arrangements

The community tennis courts for emergency purposes only

Pre-Assessment: On the first day of the tennis unit, the students will be asked to get with a partner and play a singles tennis match then asked to play a doubles match to determine the skills the students already possess and the ones that need the most instruction throughout the unit. In order to assess the students, I will keep a tally for each student and how well they perform the different skills that will be addressed throughout the unit. If the student is proficient with the skill they will receive a 3, if they need a little help they will receive a 2, and if they need a lot more help to be proficient they will receive a 1. The students will be assessed based on the forehand stroke, backhand stroke, serve, offensive strategies, defensive strategies, and rules/etiquette.

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Pre-Assessment

ForehandBackhandServeOffensive StrategiesRulesDefensive Strategies

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Based on the results of the pre-assessment graph, none of the students were proficient in any of the six skills being assessed. There was a scattered amount of students who were above ones in different skills. However, there was not specific skills that majority of students received twos versus ones on. Therefore, it is it clear the students need more instruction and feedback for proper technique in each of the six skill areas. At the end of the unit each student should ideally be at the two or three level and working to become proficient in all six skills.

Essential Knowledge for Tennis:

Technique to performing the forehand, backhand, and serve strokeso Forehand: if you are right-handed and an opponent returns a tennis ball directly

to your body, your natural instincts would be to step to your left and hit it back from the right side of your body.

o Backhand: The tennis backhand is executed from the side opposite of the

forehand side. So if you are right-handed, your backhand is executed from the left side of your body and if you are left-handed, your backhand is executed from the right side of your body.

o Serve: Tennis players achieve and maintain the most effective results by tossing

the ball straight up high above the head while rotating the tennis racquet with a full motion swing aiming to strike the ball to the diagonal service area on the opposite end of the tennis court.

Location and reasoning of the lines on the tennis court Singles and doubles matches

o Singles is a match between two players. As a competitor, you are considered your own team.

o Doubles is a match between four players. Two players are on each team. You and your teammate are depending on each other to play together as a team.

Scoring o Points are won when your opponent… o is unable to return the ball before it bounces twice.o strikes the tennis ball into the net.o returns the ball and it lands out-of-bounds.o double faults when serving.

In order to win a set, one of the competitors must win a minimum of six games with at least a two game advantage

A tennis player winning six games could have played up to ten games to win that set. In this case the possible results for the winner could be 6-0, 6-1, 6-2, 6-3, or 6-4

Technique in doubles matches: Side to Side/ Up and Back Combining different strokes when appropriate (Forehand, backhand, serve) Efficient footwork to receiving the ball and planting to return Rules of etiquette How to move the ball in opponents court

Essential Skills Tennis:

Ready Position o Knees bento Eyes on opponento Ready to move

Gripping the racket o Handshake grip

Footwork o Crossovero Shuffle step

Forehand and backhand strokes Serve

o Placemento Tossing for serveo Footwork

Volleying o Strategically placing the ballo Returning the ball over the neto Moving around to return the ball

Court Strategies o Singles

Covering a lot of space Anticipating opponent’s return placement Footwork Hitting away from opponent Hitting in designated areas Recognizing opponent’s weaknesses

o Doubles Side to side Up and back Scoring techniques Defensive strategies

Culminating Performance/ Product Description:

Performance: Student will demonstrate three hits in tennis (forehand, backhand, and serve), show understanding of rules and proper etiquette, instruct ways to improve skills in class and at home, and show how the game of tennis can be used throughout life.

Project: In groups of four the students will create a video (3-5 minutes long) with the components above. The students will each participate and talk in the video and should be sure to cover all the information above. The video should act as an instructional video for other students. Therefore, there should be a lot of demonstrations so individuals can see the correct way to perform the skills being addressed. The group will have three days to create, edit, and submit this project.

Project Rubric: Qualitative

Student Participation

3 Each student participates in the project. Everyone is included in the video and each member plays equivalent roles.

2 Some of the students participate and are included in the video. However, there is unequal distribution of roles.

1 One of student participated and is included in the video. The rest of the group did not any equivalent role.

Length of Video

3 The video is 3-5 minutes in length

2 The video is within 30 seconds under/over 3-5 minutes

1 The video is significantly under 3 minutes or exceeds 5 minutes

Skills

3 The video properly demonstrates the forehand, backhand, and serve and how/when to use each of the strokes in a match.

2 The video shows 2 of the 3 strokes discussed in class and shows how/when to use the two strokes addressed.

1 Content is missing. The video only shows one stroke and how to use it in a match. The rest of the strokes are missing and not clear on how to use them.

Etiquette/Rules

3 The video addresses the proper etiquette within the game of tennis and address all of the major rules needed to play for watchers.

2 The video contains a little information of the proper etiquette and major rules of the game but does not clarify information effectively.

3 The video hardly contains any useful information about proper etiquette and major rules needed to play

Demonstrations

3 Each time a new skill was addressed, there was a demonstration following. The demonstrations provided great feedback on how to perform the skill and could be useful in mentoring other students.

2 Some of the skills explained follow with demonstrations. The demonstrations are effective when done but there should be more within the video.

1 There was little to no demonstrations following feedback or the demonstrations were not correct. It was hard to gain an understanding of skills in the video

Performance Based Assessments

Teacher Observation: After I have taught the students the proper technique of performing the forehand stroke and provided them with corrective feedback individually, I will observe the students when performing the forehand skill with a partner. I will do this by listing the cues of the forehand swing (face the net, racket out front, move racket to the right of the body, step with left foot, high five the ball) and then determining out of three strokes how many times the student is performing the cues. I will have a chart with each student’s name and then assess them individually by putting plus or minus signs indicating whether the student performed the cues properly. This assessment will allow me to determine what areas of the forehand stroke need more instruction within each student.

Peer Observations: After I have taught the students the proper technique of performing the backhand swing and provided them with proper demonstration of the cues they will get with a partner and assess one another. I will give out a half sheet of paper with the cues in a chart (face the net, racket out front, move racket to left of the body, step with right foot, high five the ball). The students will toss their partner a ball and watch them perform the backhand swing three times. They will place checks in the boxes below the cues if the partner performed the cue and if not will place an X in the box. Then the assessment sheets will be turned in to me in order to see results and determine which cues need more instruction.

Journal: After I have taught the general rules of doubles matches (side to side, up and back, special awareness) the students will be asked to answer a few questions at the end of class. I will give the students five minutes to complete this journal entry.

1. What are the two ways you could position in a doubles match?2. Why is it important to be aware of space in a doubles match?3. What was the hardest thing you accomplished today? How were you able to become

more proficient with this task?

Event Tasks: Students will be placed in groups of four after we have gone over the forehand, backhand, and serve. Two of the students will be playing a singles match while the other two are filming them. The students playing will be asked to perform all three strokes throughout the video. The video should be about 5-7 minutes in length. After the first pair has completed their match, they partners will switch. The videos will be saved for each group and then sent to me to watch and assess each student. This will allow me to spend time to break down the cues throughout the video and determine what skills need the most work.

Game Play: In a singles or doubles match the students will be asked to apply the skills that have been taught. (Forehand, backhand, serve, offensive/defensive strategies) Students will be

aware that they are being assessed on the performance of these skills in a game-like situation, although score is not necessarily important. While playing I will use a qualitative rubric to assess the students on each of these skills. The most important part of this assessment is determining if the student’s skills change when placed in a game-like situation.

Post Assessment Data

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ForehandBackhandServeOffensive StrategiesRulesDefensive Strategies

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Pre and Post Assessment of Forehand

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Pre and Post Assessment of Backhand

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Pre and Post Assessment of Serve

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Pre and Post Assessment of Offensive Strategies

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Pre and Post Assessment of Rules

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Pre and Post Assessment for Defensive Strategies

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Each of these graphs shows the comparison of the pre and post assessment for six particular skills in the game of tennis. In the pre-assessment grading majority of students were scoring ones or twos and none of them were proficient scoring threes. On each graph there is a breakdown of the student’s achievement from the beginning of the unit to the end of the unit. Every single skill (forehand, backhand, serve, offensive strategies, rules, and defensive strategies) improved significantly from the pre-assessment to the post-assessment. Many of the students in the post-assessment received threes in different skills and over 50% improved their scores before and after. Therefore, these charts directly indicate the effectiveness of the lessons taught. The students were able to use the instruction and feedback given and apply it. It is important for students to become better at the skills of tennis because it will encourage them to enjoy playing more throughout life.

Reference Page

Lund, J., & Kirk, M. (2002). Performance-based assessment for middle and high school physical education. Champaign, IL: Human Kinetics.

Striking w/ Rackets/Paddles Cues. (n.d.). Retrieved April 15, 2015.

Tennis Techniques, Tactics and Skills. (n.d.). Retrieved April 15, 2015.