Tennis Skill Start

Overview

This 60-minute session introduces Years 0-3 students at Norsewood and Districts School to basic tennis skills, focusing on forehands and backhands. The lesson integrates the school's GREAT values—Give it a go, Respect, Excellence, Attitude, Teamwork—and emphasises inclusiveness, cultural identity (Mana Whenua, Rangitāne, Ngāti Kahungunu, Scandinavian heritage), and proactive self-regulation through PB4L and Zones of Regulation.

This lesson is the first of four in the "Tennis Skills & Inclusion" unit and aligns closely with the New Zealand Curriculum Refresh for Level 1 Health and Physical Education (HPE) and holistic inclusion practices.

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Curriculum Connections

Learning Area: Health and Physical Education (Level 1, Years 0-3)

• Strand: Movement Concepts and Motor Skills

• Achievement Objectives:

  • Movement Concepts: Explore and develop fundamental movement skills and motor skills in a variety of contexts.
  • Motor Skills: Develop confidence and competence in using fundamental movement skills (locomotor, non-locomotor, object control).

• Key Competencies:

  • Managing self (confidence to try new skills)
  • Relating to others (teamwork, respect)
  • Participating and contributing (inclusion)

• School values integration:

  • GREAT: Give it a go, Respect, Excellence, Attitude, Teamwork

• Inclusion and Cultural Responsiveness:

  • Respond to Māori perspectives by incorporating te reo Māori (Tennis - "Tīnihi", forehand - "ringaringa mua", backhand - "ringaringa muri")
  • Recognise local iwi connections, encourage manaakitanga (care) within cooperative play.

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Learning Objectives

By the end of this lesson, students will:

1. Identify and demonstrate the basic tennis forehand and backhand shadow swings.
2. Develop hand-eye coordination through ball tapping with modified low-compression balls.
3. Experience a safe, inclusive environment where all students, regardless of ability, participate confidently.
4. Understand and discuss the importance of teamwork and inclusion in sports.
5. Use appropriate te reo Māori terms and embrace cultural respect in their interactions.

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Lesson Outline

Time	Activity	Description	Purpose/Notes
0-10	Welcome & Warm-up	- Kapa haka waiata or Māori hello (warm cultural connection) - Gentle dynamic movements (marching, arm circles) - Introduce GREAT values and link to today's activities	Establish manaakitanga, physical readiness, and group mindset
10-20	Tennis Skills Introduction	- Teacher models forehand and backhand shadow swings slowly - Use visuals and te reo Māori terms - Whole class mirror practice	Focus on motor skill development & oral rich language to support vocabulary and concepts
20-35	Shadow Swing Practice	- Students practice forehand and backhand swings without balls - Use partner pairs for peer encouragement - Teacher circulates giving supportive feedback	Develop correct technique & confidence; accommodates different processing speeds with modelling
35-50	Ball Tapping Drill	- Use low-compression balls - Each student taps the ball upward gently with racket - Focus on eye tracking and control - Differentiated stations (e.g., some seated, some standing)	Build hand-eye coordination; multi-sensory approach with tactile, visual, and verbal cues
50-55	Teamwork & Inclusion Discussion	- Circle time discussion on ‘What does teamwork mean to you?’ and ‘How can we include everyone?’ - Use visual aids and zones of regulation prompts for self-regulation	Foster social-emotional learning and align with PB4L practices
55-60	Cool Down & Reflection	- Gentle stretching - Quick oral reflection: Who tried something new? How did you encourage your teammates?	Consolidate learning, positive reinforcement, and metacognitive reflection

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Teaching Strategies & Special Considerations

Differentiation & Inclusion

• Use visual cues with large images and demonstrations.
• Provide extra processing time by modelling first, then pausing for partner practice.
• Use oral language-rich explanations, emphasising vocabulary in both English and te reo Māori.
• Multi-sensory engagement: visual modelling, verbal instruction, tactile feel (holding racket), kinesthetic practice.
• Stations for varied ability levels to accommodate students with Dyslexia, Down Syndrome, fine motor delays, and slow processing speed.
• Encourage positive peer support consistent with GREAT values and teamwork.

Classroom Accommodations

• Use low-compression balls for easier control; tactile surface balls for sensory feedback.
• Smaller rackets appropriate for hand size.
• Mark clear boundaries on courts with cones.
• Seating options available for students with physical limitations.
• Use Zones of Regulation language ("Ready Zone" = ready for activity).
• Frequent positive feedback to build confidence.
• Phoneme emphasis for key words (“forehand” as “fe-uhr-hand,” with te reo Māori term).

Cultural Responsiveness

• Begin with karakia or Māori greeting.
• Blend in Māori terms during instruction.
• Acknowledge Rangitāne and Ngāti Kahungunu iwi connection.
• Celebrate Scandinavian settler heritage by sharing a quick story or phrase (e.g., “velkommen” = welcome).
• Use Māori waka or taonga-inspired team names during discussion to elevate mana reo and mana whenua.

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Assessment & Evidence Collection

• Formative Assessment through teacher observations:

  • Participation in shadow swings and ball tapping.
  • Use of hand-eye coordination.
  • Engagement in discussion about teamwork and inclusion.
  • Ability to listen and follow multi-step instructions.

• Anecdotal notes on individual progress, noting students needing additional scaffolding or extension.

• Use Zone of Regulation check-ins to assess self-regulation skill during activities.

• Plan follow-up steps for future lessons based on observed motor skill development and social skills progress.

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Resources

• Low-compression tennis balls (26 for each student or shared)
• Child-sized tennis rackets
• Cones to mark activity areas
• Visual aids (posters with forehand and backhand images and te reo Māori vocab)
• Zones of Regulation visuals or posters
• Cultural artefacts or flags representing Rangitāne, Ngāti Kahungunu, and Norwegian heritage
• Soft floor mats for seated activities or for students needing support

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Links to Great Teaching Practices and The Seven Excellences

• Multi-sensory & Structured Learning: step-by-step modeling, repeated practice, and visual/oral cues.
• Cultural Inclusiveness: incorporating Mana Reo and Mana Whenua into lesson language and values.
• Brain-Compatible Strategies: frequent movement breaks, scaffolded skill-building.
• Metacognitive Development: reflection on teamwork supports self-awareness and social skills.
• Assessment-Led Planning: using observed data to inform future targeted learning.
• PB4L & Behaviour Support: Zones of Regulation integrated to support behaviour and emotional regulation.
• Empowerment Through GREAT Values: strengthen confidence and community belonging.

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This plan honours the ethos of Norsewood and Districts School’s GREAT values and creates a culturally responsive, inclusive, and developmentally appropriate tennis skill introduction for young learners, fully aligned with the New Zealand Curriculum Refresh for Health and Physical Education, Level 1.