Tennis Unit Plan

Sam Tramutolo
Tennis Unit
Auburn Junior High School
Grades 8-9
CONNECTION TO STANDARDS AND PHILOSOPHY

The purpose of this unit is to create knowledge and develop skills
associated with tennis. The goal with this unit is for students to have an
understanding of the game with cognitive development, social
development, and physical activity. With cognitive development, students
should be able to remember the rules and regulations of tennis. They
should also be able to remember and use the cues for stance, grip, and
strokes. With social development, students will work with partners in order
to reach the desired outcome of a victory. Students should also learn how
to be a good sport with officials, and the calls that they make. With
physical activity students will learn the physical activity of the game, and
the appropriate conditioning that is needed with the sport. Students will
acquire the knowledge to not only play tennis at the end of the unit, but
also be thorough with the understanding of the game. This unit is worth
teaching because the knowledge and skills from this unit will ensure they
will be able to play this sport not only now, but for the rest of their lives. It
also allows students to become familiar with teamwork and how to
become a great teammate. After this unit, students will be able to teach
others about the sport, and apply their knowledge of the game to
teaching others. All of the factors above reinforce how this unit is
connected with each other.
STUDENT NEEDS ACKNOWLEDGEMENT
In every sports unit students are going to have needs in order to
enjoy and understand the unit. Cognitive, affective, and psychomotor
domains are the prominent components students will need to learn in
order to ensure success. Students will learn the rules of tennis, strategies,
teamwork with doubles partners, and individual play. Students will have a
thorough knowledge of the sport and all the rules that it encompasses.
Students will also learn effective strategies for both doubles and singles.
Teamwork with doubles partners will also enhance the understanding of
the game. Singles will also teach the student how to be an effective player
by themselves.
With the affective domain, students socially will learn how to interact
with a teammate, and strategize with a teammate. Teamwork can be
difficult for some students to master, so this unit is intended to give
students practice working with others. They should also learn the most
effective ways to interact and bond with a teammate. A student arguing
with officials is another issue that is unit helps with. Students learn in this
unit that being a good sport and not arguing officials is a better route to
take than arguing with them. They learn this by having a sportsmanship
system that will total in to the final scores to crown a champion.
In the psychomotor domain students will learn how to properly
practice the skills for the sport. Racket sport skills are an issue for
students in that, it is not as widespread or taught as much as other sports.
This unit will correct this issue, and ensure the proper skills are learned
and used in a correct form. These are the needs that the students must
fulfill in order to successfully complete the unit.
Objectives
By the end of this unit, students will be able to
1 Perform a serve over the net into the opponents square.
(Psychomotor)
2 Perform a backhand & forehand shot over the net. (Psychomotor)
3 Perform the party stance when positioning to serve. (Psychomotor)
4 Perform the down together, up together motion required for the
backswing. (Psychomotor)
5 Recite the scoring system to receive a service point. (Cognitive)
6 Identify the rules of the game. (Cognitive)
7 Follow the rules of the game. (Affective)
8 Accept responsibility when they have committed a fault. (Affective)
Component 5: Unit Overview

SUBJECT
TEACHER
Physical
Education
GRADE
8-9
Tramutolo
OVERVIEW
8th-9th Sport Ed Unit
Teacher Guide
Monday
Activity
Warmups/fitness- Combined with

both sport ed unit groups.
Cognitive Assessment.
Tennis sport ed. Create teams.
Start with the basics and go over
forehand/backhand, how to grip
racket, stance.
Play drop shot game.
DATE
Warmups/fitness- Combined with both sport

ed unit groups.
Tuesday
Activity
Tennis sport ed. Create teams.

Start with the basics and go over
forehand/backhand, how to grip
racket, stance.
Play drop shot game.
Warmups/fitness- Combined. Focus on core.

Assessment Affective Assessment.
Wednes
day
Activity
Students will practice dribbling as

well as balance.
Play Ups game.
Practice Backhand/Forehand.
Warmups/fitness- Combined. Focus on core.

Assessment Affective Assessment.
Thursda
y
Activity
Students will practice dribbling as

well as balance.
Play Ups game.
Practice Backhand/Forehand.
Warmups/fitness- Combined. Focus on upper

and lower body strength.
Friday
Activity
Summar
y
Demonstrate and complete serves.

Go over officiating and scoring.
Begin preseason with doubles.
-Each day, review class rules and

dismissal protocol
-practice names
Teacher Guide
Warmups/fitness- Combined. Focus on upper

and lower body strength.
Monday
Activity
Tuesday
Activity
Wednes
day
Demonstrate and complete serves.

Go over officiating and scoring.
Begin preseason with doubles.

ed unit groups. Focus on core strength.
Begin tennis sport ed. Short court

tennis.

ed unit groups. Focus on core strength.
Activity
Begin tennis sport ed. Short court

tennis.
Warmups/fitness- Combined. Focus on

cardio.
Thursda
y
Activity
Continue tennis sport ed. Short

court tennis.
Split teams into college and pro
divisions and play until champion is
crowned!
Warmups/fitness- Combined. Focus on

cardio.
Friday
Activity
Summar
y
Continue tennis sport ed. Short

court tennis.
Split teams into college and pro
divisions and play until champion is
crowned!
-Each day, review class rules and

dismissal protocol
-practice names
Equipment
45 Rackets
45 trainer tennis balls
16 nets
Day 1 Lesson Plan

Sam Tramutolo
April 4, 2016
8th-9th Grade
Focus: Learning the game of tennis.

Sub-Focus: The History of tennis, the rules of tennis.
Equipment: Pencils, cognitive test papers, 45 rackets, 45 tennis balls.
Appendix: Cognitive test
Protocols: Go= Go!, Freeze= Stop!
Objective: By the end of the lesson the students will understand the history and the
rules of tennis
Set Induction: Has anyone in the room played tennis before? (Let the students
answer by raising hands) Well today we are going to study and understand the
history of tennis.
Organization: When the students walk in they will sit crisscross at half court facing
me.
Content Development:
1. The students will sit in their teams and take a cognitive assessment on the
history and rules of tennis.
2. After that the students will listen to the teacher as he gives a background on
tennis.
3. Teacher will teach the correct stance, as well as strokes, and grip racket.
Culminating Activity: Students will play the game drop shot with a partner.
Closure: Could anyone tell me the difference between forehand and backhand? Can
anyone tell me a famous current tennis player?
Day 2 Lesson Plan

Sam Tramutolo
April 5, 2016
8th-9th Grade
Focus: Drills for learning control with a racket and ball.

Sub-Focus: Dribbling a tennis ball with rackets while staying spatially aware,
balancing ball on a racket, bouncing ball of racket in air at different levels (low,
medium, high)
Equipment: 45 rackets, 45 tennis balls.
Appendix: Affective assessment (dribbling and balance)
Objective: By the end of the lesson the students will learn control and balance with
tennis.
Set Induction: Today we are going to work on a very important component of tennis
and that is control! I will need everyone to pay close attention to what I say, and
remember to do your best!
Organization: The students will be in personal space in the gym.
1. Students will first practice dribbling the ball with a proper forehand grip.
2. Students will then practice balancing the ball on the racket.
Culminating Activity: Students will play the game ups and see how many times
they can continue to volley the balls upward.
Closure: Could anyone tell me the difference between forehand and backhand grip?
Is it easier to balance the balls standing still or moving?
Day 3 Lesson Plan

Sam Tramutolo
April 6, 2016
8th-9th Grade
Focus: Demonstrating the proper forehand and backhand stroke.

Sub-Focus: Remembering the low to high cues for both forehand and backhand.
Objective: By the end of the lesson the students will understand the proper form
and technique for two tennis strokes.
Set Induction: Today we are going to work on the two most basic strokes with tennis.
They are the forehand and backhand! Make sure to remember our cues high to low.
1. Students will drop the ball in front of hip, and practice hitting against the wall in
the gym working on forehand.
2. Students will do the same, except they will work on their backhand stroke.
3. Students will pair up and practice hitting the ball to a smaller target which is the
other partner.
Culminating Activity: Students will be with a partner, and will play the running
drill. In this game one partner will line up to receive a shot, while the other will toss
the ball to an area and expect a return from the partner.
Closure: Was it easier to hit the ball while your partner tossed it, or by tossing it
yourself? What was the easier shot for you, forehand or backhand?
Day 4 Lesson Plan

Sam Tramutolo
April 7, 2016
8th-9th Grade
Focus: Demonstrating the proper serve.

Sub-Focus: Serving the ball with power and accuracy.
Objective: By the end of the lesson the students will understand the proper form
and technique for serving.
Set Induction: Today we are going to work on the serve. The serve is very important
since it starts off every game.
1. Students will first practice the party stance for serve.
2. Students will then practice tossing the ball in the air and striking the ball with
accuracy and control to wall.
3. Students will practice serving into a court.
Culminating Activity: Students will use the skills learned previously in lesson, to play
the serve game. Students will see how many times they can successfully serve the
ball into the opponents square for 1 point. Every serve that is an ace (nonreturnable) is worth 2 points.
Closure: What is the party stance? When serving the ball, what is a line fault called
for?
Day 5 Lesson Plan

Sam Tramutolo
April 8, 2016
8th-9th Grade
Focus: Preseason and officiating

Sub-Focus: Get officiating clean.
Objective: By the end of the lesson the students will learn how to properly officiate
games
Set Induction: Today we are going to work on officiating. We are all going to learn
how to properly officiate tennis, as well as play in a safe manor.
1. Students will warm-up with teams.
2. Each team will get a shot to ref the games.
Culminating Activity: This will be the teams playing tennis.
Closure: Can anyone show me the signal for when a ball is hit out? What about for a
let?
Day 6 Lesson Plan

Sam Tramutolo
April 11, 2016
8th-9th Grade
Focus: Tennis season.

Sub-Focus: Scoring and officiating.
Objective: Begin the regular season for the unit.
Set Induction: Today we are going to begin the regular season for our sport ed.
unit!!!
1. Teams will warm up.
2. Teams will play the first to win 3 games in one set.
Culminating Activity: This will be the teams playing and officiating the matches.
Closure: Have students clean up equipment, and check the leader board.
Day 7 Lesson Plan

Sam Tramutolo
April 12, 2016
8th-9th Grade

Objective: Begin the regular season for the unit.
Set Induction: Instruct teams to warmup and address any questions.

Organization: The students will be in personal space in the gym, and will warm up
together.
3. Teams should also officiate at least one match.
Day 8 Lesson Plan

Sam Tramutolo
April 13, 2016
8th-9th Grade

Objective: Continue the regular season for the unit.
Set Induction: Instruct teams to warm up and who they will be playing that day.
Organization: The students will warm up with partners.
3. Teams will also officiate a match.
Day 9 Lesson Plan

Sam Tramutolo
April 14, 2016
8th-9th Grade

Objective: Continue the regular season, and begin the playoff tournament by using
the college and pro system.
Set Induction: Instruct teams where to go and who they will be playing. Announce
standings to make students aware, and go over college and pro system.
Organization: The students will warm up with teams, and prepare to play matches.
2. Teams will finish regular season.
3. Students will begin the college and pro playoffs.
Day 10 Lesson Plan

Sam Tramutolo
April 15, 2016
8th-9th Grade
Focus: Tennis playoffs

Objective: Continue the playoffs, and have a champion for both college and pro
teams.
Set Induction: Today is going to be our last day with tennis! Today will be exciting
though, since we get to crown the champions of our two divisions!!
Organization: The students warm up briefly, and then continue playoff tournament.
3. Teams will continue to play until eliminated or they win their division.
Closure: Have students clean up equipment, and crown champions. Thank students
for hard work, and participation and then dismiss.
APPENDIX A RESOURCES
Facility: Auburn Junior High School

Equipment:
45 tennis rackets
Pencils
45 tennis balls
45 youth limited bounce balls
15 nets
30 standards for nets.
APPENDIX A RESOURCES
History
The game originated in the 12th century by French Monks

The monks played a form of handball against their monastery walls or over a
rope stretched across the courtyard
The French name was jeu de paume which translates into game of the hand
Innovation of the racquet: bare handsgloveglove with webbing between
fingers/solid paddlewebbing attached to handle(racquet)
The ball was made of hair, wool, or cork covered in string and cloth or leather
Later the ball was hand-stitched in felt that resembled a modern baseball
The game was so popular that the Pope and Louis IV tried to ban the game
but failed
Englands Hampton Court(1625) is an indoor court and the ball can bounce
off the walls; the net is 5 ft. along the ends and 3 ft. in the middle
Charles Goodyear(1850) created a vulcanization process for rubber and
players began using rubber balls on grass courts
Major Walter C. Wingfield(1874) patented in London the rules and equipment
for a game similar to tennis
In 1874, the United States saw their first courts appear
Wingfields court resembled an hourglass
Croquet courts were often used for tennis too
The All England Club(1877) hosted the first Wimbledon tournament
The All England Club created the rectangle court and rules that we use today
The space between the doubles and singles lines is known as doubles alley
The male leader in Grand Slam singles titles is Roger Federer(15)
The female leader in Grand Slam singles titles is Margaret Court(24)
Wimbledons longest mens final in terms of time: Roger Federer vs. Rafael
Nadal (4hrs 48min-2008)
Ball boys and girls are called BBGs
BBGs have to be nominated by their school headteacher to even be
considered for selection at Wimbledon
STUDY GUIDE
The beginning form of tennis originated in the 12th century by the French
Monks.
The monks played a form of handball against their monastery walls or over a
rope stretched across the courtyard.
The French name was jeu de paume which translates into game of the
hand.
Innovation of the racquet: bare handsgloveglove with webbing between
fingers/solid paddlewebbing attached to handle(racquet).
The ball was made of hair, wool, or cork covered in string and cloth or leather
Later the ball was hand-stitched in felt that resembled a modern baseball.
The game was so popular that the Pope and Louis IV tried to ban the game
but failed.
Englands Hampton Court(1625) is an indoor court and the ball can bounce
off the walls; the net is 5 ft. along the ends and 3 ft. in the middle.
Charles Goodyear(1850) created a vulcanization process for rubber and

players began using rubber balls on grass courts.
Major Walter C. Wingfield(1874) patented in London the rules and equipment
for a game similar to tennis.
In 1874, the United States saw their first courts appear.
To begin a pick-up game of tennis, one player chooses p or d, and the other
player spins the racket. If the player chose p and p comes up then that
player serves first.
The first player to serve begins on the right-hand side of the court and
serves into the left-hand side.
If a ball travels diagonally into the opposite service box, then it is a legal
serve.
A let or a net service occurs when the serve hits the net and lands in the
service box. It is not a fault and there is no limit on lets or net services.
If a serve lands outside the service box lines or does not go over the net, it is
a fault. A player can also commit a foot fault. A foot fault happens when a
players foot touches the baseline or the center mark before the ball has
been hit. A double fault is when a player commits two faults in a row.
Scoring system:
Love153040Game(1)
When a player has zero points, he/she is said to have love.
The 1st score in a game is the server; the 2nd score is the receiver. Ex:
30(server)-15(receiver)
If the game is tied at 40-40, the game is at deuce. The next player to score
has the advantage. If the player with the advantage scores next, he/she
wins the point. If the other player scores next, the game is back to deuce. A
player wins a game by having two more points than their opponent. Ex: If
the score is 40-30 and the server scores next, the server wins the point.
The player who serves alternates after each game.
APPENDIX B ASSESSMENTS
TITLE: Tennis- Affective Assessment

PURPOSE: To evaluate the students ability to adhere to the rules of tennis and to
assess their ability to exhibit good sportsmanship.
INSTRUCTIONS: Students will be paired to play against each other. They will
play a mini-game to 3pts. against each other. During the game, each student
must demonstrate the 4 game aspects to receive credit.
EQUIPMENT NEEDED:
1 racquet per student

30 tennis balls
6 courts labeled (4 play, 1 for test, 1 for practice)
1 scoring sheet per student
SCORING PROCEDURES: They must demonstrate the 4 game aspects in a
mini-game to 3pts. to receive credit.

SCORING CRITERIA/GRADING:
Game Aspects
YES
NO
Follows the rules

Argues with officials
Demonstrates good sportsmanship with opponent
Shakes hand of opponent and officials at end of game
25
0
25
25
0
25
0
0
DIAGRAM WITH MEASUREMENTS:
TEST MODIFICATIONS:
Grade different aspects
TASKS FOR NON-TESTING STUDENTS:
PLAY
PLAY
Practice (on labeled practice court)

Play (4 courts)
Line judges (2 on each court)
Ball boys/girls (1 on each court)
PLAY
PLAY
PRACTICE
TEST
Scoring Sheet
AFFECTIVE TEST- TENNIS

Date:_________
Name:__________________
Students
Students will be paired to play against each other. They will play a mini-game
to 3pts. against each other. During the game, each student must
demonstrate the 4 game aspects to receive credit.
Teacher:
A Circle the appropriate number if the student demonstrates the skill or
not during game play.
B Add and write score.
Game Aspects
YES
NO
Follows the rules

Argues with officials
Demonstrates good sportsmanship with opponent
Shakes hand of opponent and officials at end of game
25
0
25
25
0
25
0
0
Total:
/100
Appendix B: Assessments
TENNIS TEST
NAME_____________________
Choose the correct answer. (4pts)
1 Tennis was originated by the French Monks in the ____ century.
A 9th
B. 10th
C. 11th
D. 12th
2 The original ball was made of all of the following EXCEPT
A wool
B. grass
C. hair
D. cork
3 Jeu de paume is French meaning _______.
A racquet and ball
B. a game of skillC. game of the hand
just hands
D.
4 In what year did courts appear in the United States?

A 1873
B. 1874 C. 1875
D. 1876
5 Who patented the rules and equipment in London for a game similar to
tennis?
A Walter C. Wingfield
B. Charles Goodyear C. Louis IV D.
Michael Jordan
6 How many games does a player have to win to win a set?
A 4
B. 5
C. 6
D. 7
7 A lob shot is appropriate to hit when the opposing player is ______
A at the net
B. at the baseline
C. on the sideline
D. in
the middle of the court
8 If you are right-handed, which foot is in front when performing the
backhand shot?
A left
B. neither C. both
D. right
9 In a pick-up game of tennis, how do you decide which player serves
first?
A rock, paper, scissors
B. volley for serve
C. spin the racket
D. flip a coin
10 If you are left-handed, which foot do you step with when performing a
forehand shot?
A left
B. right
C. both
D. neither
Put a T if the statement is True and an F if any part of the statement

is False. (4pts)
____ 11. During the first point, the server serves from the left-hand side of
the court to the right-hand side.
____ 12. A legal serve is when the ball travels over the net in the diagonally
opposite service box.
____ 13. On a serve, if the ball hits the net and lands in the service box it is
a fault.
____ 14. A fault is a shot that is outside the service box lines or does not go
over the net.
____ 15. When a players score is love, that means he/she has zero.
____ 16. The server is winning when the score is 15-40.
____ 17. When the score is tied 40-40, it is referred to as deuce.
____ 18. The next player to score after deuce has the advantage.
____ 19. It is a double fault when the server hits the ball long on the first
shot and commits a net service on the second shot.
____ 20. A player wins a game by having one more point than their
opponent.
List the points in sequential order for the scoring of a game. (4pts)
21. ___
A. 30
22. ___
B. love
23. ___
C. 40
24. ___
D. 15
25. ___
E. game
Essay.
Talk about ball boys and girls.
ANSWER KEY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
D
B
C
B
A
C
A
D
C
B
F
T
F
T
T
F
T
T
F
F
B
D
A
C
E
Appendix B: Assessments
TITLE: Tennis- Serve
PURPOSE: To evaluate the students process and product when performing 5
serves for tennis test.
INSTRUCTIONS: When the student begins testing, he/she will need a
racquet and 5 tennis balls. They will have 5 attempts to accomplish the 5
technical aspects and to hit the ball in the correct service box.
EQUIPMENT NEEDED:

30 tennis balls
SCORING PROCEDURES: The student must demonstrate each of the

technical aspects in Part 1 at some point during their 5 serve attempts to
receive credit. In Part 2, the students ball must land in the opposite diagonal
service box on each serve attempt to receive credit.
PART 1
TECHNICAL ASPECT
YES
NO
Front foot is at an angle

Both arms down
together
Both arms up together
Toss above head
Knees bent on contact
w/ ball
14
14
0
0
14
14
14
0
0
0
YES
6
6
6
6
6
NO
0
0
0
0
0
PART 2
ATTEMPT #
1
2
3
4
5
TEST MODIFICATIONS:
Students get full credit for serving in correct service box at least 1 out
of the 5 attempts
Give them more attempts to serve in the correct service box

Play (4 courts)
PLAY
PLAY
PLAY
PLAY
PRACTICE
TEST
Scoring Sheet
TENNIS SKILLS TEST: SERVE

Date:_________
Name:_____________________
Students
The skill being tested is the serve. The equipment needed for this skills test
is a racquet and 5 balls. The student must demonstrate each of the technical
aspects in Part 1 at some point during their 5 serve attempts to receive
credit. In Part 2, the students ball must land in the opposite diagonal service
box on each serve attempt to receive credit.
PART 1
Process Grading
Teacher:
C Circle the appropriate number if the student demonstrates the skill or
not in any of the 5 serve attempts.
D Add and write score.
TECHNICAL ASPECT
YES
NO
Front foot is at an angle

Both arms down
together
Both arms up together
Toss above head
Knees bent on contact
w/ ball
14
14
0
0
14
14
14
0
0
0
Total:
/70
PART 2
Product Grading
Teacher:
A Circle the appropriate number if the students ball lands in the opposite
diagonal service box or not.
B Each serve attempt will be recorded.
C Add and write score.
ATTEMPT #
1
2
3
4
5
Total:
YES
6
6
6
6
6
NO
0
0
0
0
0
/30
TITLE: Tennis- Forehand

PURPOSE: To evaluate the students game play aspects during a mini-game to
3pts.
INSTRUCTIONS: Students will be paired to play against each other. They will
play a mini-game to 3pts. against each other. During that time, each student
must demonstrate the 5 game play aspects to receive credit.
EQUIPMENT NEEDED:

30 tennis balls
SCORING PROCEDURES: They must demonstrate the 5 game aspects in a
mini-game to 3pts. to receive credit.

GAME PLAY ASPECTS
Pivot toward sideline
Shoulder turn on
backswing
Trunk rotation
Follow through
Ball went over net
YES
NO
20
20
0
0
20
20
20
0
0
0
TEST MODIFICATIONS:
Grade different aspects

Give students a one chance at the end of the game to make up aspects that
they did not accomplish during game play

Play (4 courts)
PLAY
PLAY
PLAY
PLAY
PRACTICE
TEST
Scoring Sheet
GAME PLAY KNOWLEDGE/PERFORMANCETENNIS

Date:_________
Name:_____________________
Students
The skill being tested is the forehand shot. Students will need a racquet and
5 balls. They must demonstrate the 5 game aspects in a mini-game to 3pts
to receive credit.
Teacher:
E Circle the appropriate number if the student demonstrates the skill or
not during game play.
F Add and write score.
GAME ASPECTS
Pivot toward sideline
Shoulder turn on
backswing
Trunk rotation
Follow through
Ball went over net
Total:
/100
YES
NO
20
20
0
0
20
20
20
0
0
0
Appendix C: Assessment Results
ANALYSIS AND REFLECTION ON STUDENT

LEARNING:
The assessments to me reveal that the students did take in the

majority of the material taught in this lesson. Not all students learn the same
way though, and some struggled with the assessments whether it was
cognitive, affective, or psychomotor. I noticed that some students were able
to learn what needed to be done by just looking at the study guide and
materials provided. Others learned better when it came to hands on
teaching. I have also learned that individual instruction in a lesson helps the
students to not only learn, but show that you care about their individual
performance.
UNIT AND ASSESSMENT REVISIONS FOR

FUTURE INSTRUCTION:
I would appropriate more of the class time for the season and unit
activities and less time with warmups. I would also provide more time for the
students to go over the study guide and allow them to better prepare for the
cognitive assessment. I feel as though that the students were not as
prepared as I would have liked, and by emphasizing the importance of the
assessments, as well as providing more time would assist the students.

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Sam Tramutolo

CONNECTION TO STANDARDS AND PHILOSOPHY

Component 5: Unit Overview

Warmups/fitness- Combined with

Warmups/fitness- Combined with both sport

Tennis sport ed. Create teams.

Warmups/fitness- Combined. Focus on core.

Students will practice dribbling as

Warmups/fitness- Combined. Focus on core.

Students will practice dribbling as

Warmups/fitness- Combined. Focus on upper

Demonstrate and complete serves.

-Each day, review class rules and

Warmups/fitness- Combined. Focus on upper

Demonstrate and complete serves.

Warmups/fitness- Combined with both sport

Begin tennis sport ed. Short court

Warmups/fitness- Combined with both sport

Begin tennis sport ed. Short court

Warmups/fitness- Combined. Focus on

Continue tennis sport ed. Short

Warmups/fitness- Combined. Focus on

Continue tennis sport ed. Short

-Each day, review class rules and

Day 1 Lesson Plan

Focus: Learning the game of tennis.

Day 2 Lesson Plan

Focus: Drills for learning control with a racket and ball.

Day 3 Lesson Plan

Focus: Demonstrating the proper forehand and backhand stroke.

Day 4 Lesson Plan

Focus: Demonstrating the proper serve.

Day 5 Lesson Plan

Focus: Preseason and officiating

Day 6 Lesson Plan

Focus: Tennis season.

Day 7 Lesson Plan

Focus: Tennis season.

Set Induction: Instruct teams to warmup and address any questions.

Day 8 Lesson Plan

Focus: Tennis season.

Day 9 Lesson Plan

Focus: Tennis season.

Day 10 Lesson Plan

Focus: Tennis playoffs

Facility: Auburn Junior High School

The game originated in the 12th century by French Monks

Charles Goodyear(1850) created a vulcanization process for rubber and

The player who serves alternates after each game.

TITLE: Tennis- Affective Assessment

1 racquet per student

SCORING PROCEDURES: They must demonstrate the 4 game aspects in a

mini-game to 3pts. to receive credit.

Follows the rules

DIAGRAM WITH MEASUREMENTS:

Grade different aspects

TASKS FOR NON-TESTING STUDENTS:

Practice (on labeled practice court)

AFFECTIVE TEST- TENNIS

Follows the rules

4 In what year did courts appear in the United States?

Put a T if the statement is True and an F if any part of the statement