Tennis Unit Plan

Whitney Miller8th GradeWest Springfield Middle SchoolWest Springfield, MA

Unit Outcomes

Unit Outcomes (By the end of the unit, students will be able to)Reference MA CF & NASPE Standards by #Content to be taughtAssessment (Include rubrics, quizzes, etc. in written materials section)

Psychomotor: Students will be able to demonstrate the following tennis skills: performing basic racquet and tennis ball skills such as bump ups and bump downs, the forehand and backhand stroke, serving into the correct service zones, and modified singles and doubles matches. SHAPE -1 & 2MA CF-2.9, 2.12, 2.17DAY 1: Bump Ups/Bump Downs DAY 2: Forehand and Backhand Shot/ Ready PositionDAY 3: Performing strokes over tennis netDAY 4: ServingDay 5: Tennis Skills StationsDAY 6: Singles TournamentDAY 7: Doubles TournamentPsychomotor Skills Checklist

Teacher Observation

Self- Assessment

Cognitive: Students will be able to develop knowledge of the rules and regulations of tennis, the different strategies and decision-making that are used, the importance of ready position and the vital skills to be successful for game play.SHAPE- 2 & 3MA CF- 2.16, 2.24DAY 1: History of tennis/ Proper method of holding racquetDAY 2: Proper skill cues for forehand and backhand strokeDAY 3: Decision making skills for forehand and backhand shot/ Boundaries of tennis courtDAY 4: Skill cues for serving/ Rules and Regulations of tennisDAY 5: How to score in tennis/ How to keep scoreDAY 6 & 7: Game play using different game strategies while using proper rules of tennis.

Cognitive Skill Cues Assessment

Informal Questioning

Tennis Quiz

Teacher Observation

Affective: Students will be able to demonstrate working with others cooperatively, working effectively with different skill levels, following the rules and regulations of the classroom, and respecting each other, the equipment and the teacher. Students will be able to express how they felt during the tennis unit when working with others and practicing the different tennis skills.SHAPE- 4 & 5MA CF-2.122.26DAYS 1-7: SafetyDAYS 1-7: Respect for classmates, teacher and equipment DAYS: 1-7: Rules and RegulationsDAYS 6-7: SportsmanshipTeacher Observation

Turn and Talk

Thumbs Up

Affective expression assessment

Unit ContentUnit Outcomes (By the end of the unit, students will be able to)Reference MA CF & NASPE Standards by #Content to be taughtAssessment (Include rubrics, quizzes, etc. in written materials section)

Psychomotor: Students will be able to demonstrate the following tennis skills: performing basic racquet and tennis ball skills such as bump ups and bump downs, the forehand and backhand stroke, serving into the correct service zones, and modified singles and doubles matches.SHAPE-1 & 2MA CF-2.9, 2.12, 2.17DAY 1: Introduce the tennis unit- History of tennis, how to hold a racquet properly, and how to contact the tennis ball correctly. _______________________________DAY 2: Learn the skill cues for the forehand and backhand stroke, how to perform the strokes consistently, and what ready position is._______________________________DAY 3: Review ready position and perform the different strokes over a tennis net/ Learn how to rally in tennis and different decision making for strokes. Students will work with partners on rallies over the net to prepare for tennis games._______________________________DAY 4: Learn the skill cues for serving in tennis, the rules of serving in tennis such as where to serve and the faults. The incorporate the serve with the forehand and backhand strokes._______________________________DAY 5: Perform a variety of skills in stations that include forehand and backhand shot against the wall, rallying over the net, alternating between bump ups and bump downs, and practicing modified games to prepare of the tournaments._______________________________DAY 6: Begin singles tennis tournament with single elimination. Students will focus on using the correct tennis strokes, serve, scoring and rules. While waiting to play in tournament students will practice tennis skills at different stations.______________________________DAY 7: Continue with tournament play and perform doubles tournament. Students will work with a partner and perform tennis matches using the correct rules, scoring, and skills.

Psychomotor Check List

________________________Teacher Observation

________________________Teacher Observation

_______________________Self- Assessment

________________________Teacher Observation

________________________Psychomotor Checklist

________________________Teacher Observation

Cognitive: Students will be able to develop knowledge of the rules and regulations of tennis, the different strategies and decision-making that are used, the importance of ready position and the vital skills to be successful for game play.SHAPE- 2 & 3MA CF- 2.16, 2.24DAY 1: Discuss the tennis unit and the history of where tennis originated. Explain how to hold the tennis racquet and what way the palm should be facing when striking the tennis ball up or down. _______________________________DAY 2: Review the different parts of the racquet and how to control tennis ball. Describe transferring weight and give examples for students to understand. Ask questions involving transferring weight and have students stand then sit: ask where weight is transferred. Discuss what part of foot they want to use while performing footwork.

_______________________________DAY 3: Review the different strokes and their skill cues. Discuss how each stroke would be used in a tennis match based off decision-making or strategies. Explain the court boundaries of tennis and how they are used in a game._______________________________DAY 4: Review the court lines in tennis and different strategies used for the strokes. Describe serving in tennis and the proper skill cues. Explain where students must serve and the boundaries of the service boxes. Introduce tennis rules and regulations for game play._______________________________DAY 5: Review the rules and regulations for tennis. Discuss how students can score in tennis. Introduce how to keep score in tennis during game play. Explain to students the different scenarios in tennis for scoring and what each point in called._______________________________DAY 6: Review the forehand and backhand strokes, serving, the court line boundaries and the scoring. Discuss the different strategies that can be used for singles game play. Demonstrate a game with how each point is scored._______________________________DAY 7: Review and discuss the singles tournament and the different strategies used for game play. Discuss the skill cues for the different strokes and serving. Explain the rules and regulations for doubles tournament. Put emphasis on the scoring for tennis.

Informal Questioning

________________________Forehand and Backhand skill cue assessment

________________________Informal Questioning

_______________________Closure Questioning

________________________Informal Questioning and Closure Questioning

________________________Informal Questioning

________________________

________________________Tennis Quiz

Affective: Students will be able to demonstrate working with others cooperatively, working effectively with different skill levels, following the rules and regulations of the classroom, and respecting each other, the equipment and the teacher. Students will be able to express how they felt during the tennis unit when working with others and practicing the different tennis skills.SHAPE- 4 & 5MA CF-2.122.26DAY 1: Following the teachers instructions and establishing rules/routines for the classroom. Showing students what they will focus on throughout the tennis unit. Explain to students the different signals for starting and stopping an activity. Discuss the safety of the racquets and tennis balls as well as personal space when using equipment. _______________________________DAY 2: Demonstrate safe and appropriate behavior for equipment, other students and teacher. Describe how to be responsible, safe and respectable. _______________________________DAY 3: Students will be aware of others when performing the tennis strokes over the net and make sure to keep personal space. Students will be able to express how they felt when performing the tennis skills and how they felt working with a partner. _______________________________DAY 4: Students will understand the importance of safety when learning about the rules and regulations of tennis. Students will demonstrate following the directions by staying inside the court lines and using the racquets correctly._______________________________DAY 5: Students will demonstrate respect for other students and the teacher. They will respect the equipment by walking around the tennis nets, using the racquet properly, and keeping track of their own tennis ball.________________________________DAY 6: Students will cooperate with one another and show sportsmanship when playing in singles tournament. Students will also follow the rules and scoring of tennis ________________________________DAY 7: Students will demonstrate sportsmanship and fairness when playing in the doubles tennis tournament. They will work together with other students and respect the teacher and the equipment being used. Students will follow the rules and regulations of tennis and express how they felt after the tournament.Teacher Observation

________________________Thumbs Up/ Thumbs Down

________________________Affective Assessment Worksheet

________________________Teacher Observation

________________________Thumbs Up Thumbs Down

________________________Turn and Talk

________________________Thumbs Up/ Thumbs Down

Physical Education Outcomes at West Springfield Middle School:Objectives of the Course: Understand the value of exercise and good nutrition as a part of a healthy lifestyle Increase your level of fitness Find some form of exercise or activity that you like to participate in Experience new forms of exercise or activities

What We Expect from YOU: Come on time and sit on your assigned spot. The locker room door will be locked 5 minutes after you are released from your previous class.

Come prepared. Come to class with what you need to be able to fully participate. Proper athletic shoes and athletic clothes!

Come ready to move! This is an active class. Your grade is mostly based on your participation. Your grade is mostly based on your participation

Come with a positive attitude and be ready to try new things! We expect you to try and do you best every day.

Come with respect for others and good sportsmanship We will be working together and we all like to be treated well

Come with safety on your mind! Empty mouth Stay away from curtain that divides the gymnasium Stay away from doors

Please leave all equipment alone until you are told to touch it!Possible Activities for PE:Fitness Yoga New GamesSoccer Lacrosse InitiativesBasketball Golf Problem SolvingFloor Hockey Handball Trust ActivitiesFlag Football Track Name GamesVolleyball Kinball Jump RopeUltimate Frisbee Tennis Scooter ActivitiesGroup Games MORE..

WEST SPRINGFIELD MIDDLE SCHOOL PHSYICAL EDUCATION RUBRICGrading in Physical Education is as follows:Students can receive up to 10 points per day if all requirements are met. The following list explains the requirements and their point value per class. 2 POINTS: per day for being present, prepared and in attendance spot (level 4) 4 POINTS: per day for fully participating in all activities (level 4) 4 POINTS: per day for cooperating and following B.A.R.K behavior (level 4) +1 POINT: for not changing when you pay with B.A.R.K. Bucks

*Points will be taken away for: Gum/candy Not sitting on attendance spot Not participation Touching equipment Behavior, etc.*You may be excused from class 3 times during the term. If you need to be excused for more then 3 consecutive days a Doctors note is required.*Other possible assignments may include: Quizzes, Exit Tickets, Fitness Labs, and other assignments as needed for non-participation in Physical Education. If are you sitting, you will be working!

Positive Behavior Interventions & Supports (PBIS)

This is a program that we follow at West Springfield Middle School. It is a proactive approach to establishing the behavioral supports and social culture that is needed for all students in school to achieve social, emotional, and academic success. Attention is focused on creating and sustaining primary, secondary, and tertiary systems of support that improve lifestyle results for all youth by making targeted misbehavior less effective, efficient, and relevant. This program focuses on promoting achievement through good behavior and awarding students for it.At West Springfield students are given B.A.R.K bucks. These are little paper slips that are given when students behave in class and stay on task with each educational lesson. B.A.R.K was created by West Springfield and stands for Be Responsible, Achieve Excellence, Respect self, others, and property, and Keep Safe. Students use these for a variety of things and even win prizes! It is a great way to promote good behavior and follows the PBIS program!

GRADING SCALE

Grading Level 4 Level 3 Level 2 Level 1 Attendance and Preparation

2 POINTS-Almost always attends class

-Almost always on time and prepared

-Almost always sitting on attendance spot-Usually attends class

-Usually on time

-Usually sitting on attendance spot-Sometimes attends class

-Sometimes on time

-Sometimes sitting on attendance spot-Rarely attends class

-Rarely on time

-Rarely sitting on attendance spot

Participation

4 POINTS-Almost always stays on task

-Almost always challenges self to improve skills-Usually prepared

-Usually on task

-Usually challenges self to improve -Sometimes prepared

-Sometimes on task

-Sometimes challenges self to improve-Rarely prepared

-Rarely on task

-Rarely challenges self to improve

Cooperation

4 POINTS-Almost always displays positive attitude

-Almost always exhibits appropriate behavior

-Recognizes and respects individual differences

-Almost always shows good sportsmanship

-Knows and follows the rules-Usually displays positive attitude

-Usually displays appropriate behavior

-Usually recognizes and respects individual differences

-Usually shows good sportsmanship

-Usually follows rules-Sometimes displays positive attitude

-Sometimes displays appropriate behavior

-Sometimes recognizes and respects differences

-Sometimes shows good sportsmanship

-Sometimes follows the rules-Rarely displays positive attitude

-Rarely displays appropriate behavior

-Rarely recognizes and respects differences

-Rarely shows good sportsmanship

-Rarely follows rules.

TENNIS UNIT

NAME:_____________________

Place a check on the line if you were able to perform any of the following:

___ I was able to perform a BUMP UP 10 times in a row

___ I was able to perform a BUMP UP while traveling

___ I was able to perform a TAP DOWN 10 times in a row

___I was able to perform a TAP DOWN while traveling

BONUS: What shot is it called if your palm is up when gripping the racquet? __________________________

TENNIS UNIT

Name: _____________________________

Please list two skill cues for each stroke learned today under the following:

List Two Skill Cues for the Forehand Stroke:1.)

2.)

List Two Skill Cues for the Backhand Stroke:1.)

2.)

TENNIS UNIT

NAME: ___________________

ANSWER EACH OF FOLLOWING QUESTIONS:

1.) WHAT WAS YOUR FAVORITE ACTIVITY TODAY AND WHY?

2.) WHICH ACTIVITY WAS THE MOST CHALLENGING AND WHY?

3.) DID YOU LIKE WORKING WITH A PARTNER? Why or why not?

4.) DID YOU ENJOY PLAYING TENNIS TODAY? Why or why not?

Tennis ChecklistName: ______________

Place a CHECK next to the skills you were able to perform. Then add up how many checks you have at the bottom where it says, TOTAL

Station #1: Bump Ups/Bump Downs:__ 20 Bump Ups in a row__ 20 Bump Downs in a row__ 20 AlternatingSkill Cues:__ Palm up for Bump Ups__ Palm down for Bump Downs__ Contact the middle of the racquet

Station #2: Wall Ball __ 10 Forehand shots in a row__ 10 Backhand shots in a row__ 10 AlternatingSkill Cues:__In ready position__Handshake grip__Turned sideways before striking tennis ball__Swing low to high__2 hands on racquet for backhand stroke

Station #3: Rally __Rallied with a partner 5 times in a row over net__Performed using the backhand stroke 3 times over net__Performed using the forehand stroke 3 times over net

TOTAL of checks:

Tennis QuizName:_________

PointsTennis Terms

0 Points

1 Point

2 Points

3 Points

4 Points

1.) Fill in the blanks for what each point is called in tennis:

2.) Where was the sport of tennis invented?a. Germanyb. Francec. Spaind. West Springfield

3.) One person serves an entire game. True or False (circle one)

4.) What is a deuce in tennis?

5.) How many attempts do you have when serving before the opponent gets a point?

Bonus: What is the difference between an Ad on verses an Ad off?

FOREHAND STROKE

Shake someones hand

Before tennis ball arrives be in ready position

Back swing with side turned to target

Weight transfer: Back foot to front foot

SWING LOW TO HIGH

Contact tennis ball at waist level

Follow through racquet to your targetBackhand Stroke:

Use two hands: Dominate hand on bottom/ Top hand guides you

Step sideways: Dominate foot forward

Bring racquet back

Swing level with face of racquet facing target: Quarter turn

Follow through: Belly button facing target

BASIC RULES OF TENNIS:

Players start by hitting the tennis ball over the net to the other side.

When starting the match you must stand behind the service line of the court.

The opposite players goal is to return the ball over the net.

Bounces no more than once on each side.

Goal: aiming for other player not to be able to hit the tennis ball.

The ball is always hit cross-court or diagonally to start with.

Scoring in Tennis

PointsTennis Terms

0 PointsLove

1 Point15

2 Points30

3 Points40

4 Points Game

Terminology: 0-0: Love All 40-40: Deuce(Both opponents tied) Players have to win by two Server always calls out the score Game/Set/Match

SHAPE StandardsResults of Assessments

Throughout my seven-day tennis unit, I used several different forms of assessment to allow me as a physical educator to check for understanding, and make sure the students were able to retain the information being learned. I also used assessments to see how students were improving and making progress. It was a great way for students to respond on how they performed, learned and felt about tennis. The most important assessments I took away from this unit were teacher observation and checklists. Teacher observations allow physical educators to make necessary adaptions or modifications, give appropriate feedback, make sure students are staying on task, and create activities that give students the ample amount of opportunities to practice the skills at hand. The checklists were a great form of assessment because students had a goal to focus on for the entire lesson. They were able to see what they had to perform and stay on task with filling the checklist out. For the tennis skill level in my classes it ranged from students who had played frequently to students who had never held a racquet before. As I became familiar with the students, I was able to use those who were skilled in tennis for demonstrations and create different ways to challenge them. I was also able to give consistent feedback to everyone and one on one attention to those who needed more assistance. With the assessments I created throughout the unit students responded very well to them. For the first assessment I gave students it was a psychomotor checklist that was given during the closure part of the class. For their first day of tennis students learned how to hold a racquet and the basic tennis ball skills used for control. Students learned that they had to focus on their eye hand coordination and most were very successful with the simple skills learned. At the end of the lesson most of the students placed a check next to each skill performed. This allowed students to see where they were at after practicing and what they needed to improve on. A majority of the students did not fill out the bonus part of the assessment even after going over during the introduction and the closure of what the shot was called. With 8th grade students I found it challenging at first to even have them perform an assessment sheet. Explaining to the students why they were doing an assessment allowed them to have a better understanding of where I was coming from as a teacher. For the second assessment created a cognitive assessment where students had to list different skill cues for the two shots learned for tennis. Some of the students were able to fill out the assessment with no problem where as others kept asking me what the skill cues were. After looking over each of the assessments the students ended up listing the cues that were told repeatedly. That showed me that the students were taking in the information being taught. Where as it also allowed me to see where students were struggling to pay attention since some were asking me to help them. Having the students fill out the assessment at this age I felt was appropriate. It also was very important for them to know how to perform the shots correctly while using the proper skill cues. The third assessment was based off an affective test to allow me to see how students felt after the lesson. For this lesson students performed a variety of activities with and without a partner. I asked students a variety of questions for the assessment part that was open ended. I wanted them to actually tell me how they felt since they are at an age where they are able to comprehend questions and explain their emotions. Most of the students stated that they enjoyed working with a partner. Sometimes at the middle school level it can be challenging for students to get along with one another. The students were also able to tell me which activity was their favorite and least favorite. Having the students explain their reasonings for both allowed me to see where their confidence levels were. It showed me what the students need to improve on as well as modifications that can be made for future lessons for all students to feel successful with.The fourth assessment was a psychomotor checklist that students had to fill out throughout the entire lesson. This assessment allowed students to stay focus on each station, what they had to perform for each station, and what skill cues to use while performing it. This assessment worked great. A majority of the students stayed on task and really tried hard to make sure they were able to perform each station correctly. This type of assessment allowed students to see what they were able to perform successfully as well which allowed them to feel confident with tennis. Tennis is a very challenging sport to learn, especially at this age level. Students can easily become off task or give up with tennis because they feel as if they are not good at it. The checklist kept them motivated to keep performing each station as well as focus on what skill cues to use in order to perform the skills correctly.The last assessment was a tennis quiz that was based off of all of the information learned throughout the unit. Throughout the unit the students learned how to keep score, the correct rules and regulations of tennis, and different strategies to use during game play. During the closure of the unit I gave this assessment because I wanted to see if students really took in all of the different facts learned. A majority of the students were able to fill out the assessment with no problem since we went over everything on it the lesson before. Some of the students struggled to fill out the bonus and how to keep score, which were the most challenging, factors learned in tennis. Students had a hard time with keeping score during game play. This assessment allowed me to view students knowledge and how they retained the information learned throughout tennis.Overall all of the assessments were appropriate and efficient for the students learning. It allowed me to see where students were physically, mentally, and emotionally throughout the tennis unit. Having assessments is key for physical educators to be successful. I was able to improve each lesson and make extensions that were challenging or simplified in order for students to be successful. The tennis unit was so much fun and I was able to tell that students really enjoyed learning about it!

National 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 interaction.

Massachusetts State Standards

Through the study of Motor Skill Development students will:

2.1 Apply movement concept including directionality, balance, level (high, low) pathway (straight, curve zigzag), range (expansive, narrow), and force (rigid,, soft) to extend versatility and improve physical performance.

In pairs or small groups, students practice throwing and catching different objects with and without implements. Students observe and assess others and use movement concepts to provide feedback to their peers.

2.2 Use a variety of manipulative, locomotor skills (walking, running, skipping, hopping etc..) and non locomotor skills (twisting, bending, extending etc.) for individual performance and group performances.

2.3 Perform rhythm routines, including jump roping and dance skills to demonstrate fundamental movement skills.

Through the study of Fitness students will:2.4 Identify physical and psychological changes that result from participation in a variety of physical activities.

2.5 Explain the benefits of physical fitness to good health and an increased active lifestyle.

2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene,rest, and recreation, refraining from using tobacco, alcohol and other substances).

Through the study of Personal and Social Competency students will:

2.7 Demonstrate responsible personal and social conduct used in physical activity and dynamic environments.

By the end of grade 8:

Through the study of Motor Skills Development students will:2.8 Use combinations of manipulative, locomotor and non-locomotor skills to develop movement sequences and patterns, both individually and with others.

2.9 Demonstrate developmentally appropriate basic manipulative and advance specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling, and accurate striking proficiency.

2.10 Perform a rhythm routine that combines traveling, rolling, balancing and weight transfer into smooth flowing sequences with intentional changes in direction, speed and flow.

Through the study of Fitness students will:2.11 Apply basic principles of training and appropriate guidelines of exercise to improve immediate and long-term physical fitness.

2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental emotional tension and stress.

2.13 Explain the personal benefits of making positive decisions and monitor progress towards personal wellness.

Through the study of Personal and Social Competency students will:2.14 Apply advanced movement concepts and beginning game strategies to guide and improve individual and team performance.

2.15 Demonstrate strategies for inclusion of all students in physical activity settings.

2.16 Describe the purpose and benefits of sports, games and dance in modern society.

References:

http://www.tennistips.org/tennis-technique.html

http://www.optimumtennis.net/tennis-skills-and-techniques.htm

http://www.tenniscompanion.org/12-essential-tennis-drills-for-beginners-and-kids/

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=5610

http://www.shapeamerica.org/standards/

Physical Educators Guide for Teaching Tennis in Schools (9th ed., p. 40). (n.d.). USTA.

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