Racquetball and Paddle Lesson Plan

Name: Shelby McChesney

Lesson Title or Subject/Topic: Backhand Stroke
Unit: Racquetball and Paddles
Date:
Estimated Time/Length of Lesson: 20 minutes
Grade Level: 11th
Central Focus
What is the
Central Focus
for the content in
the learning
segment?
Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.

The students will learn the basic skills and cues for the backhand stroke. They will also
learn the right stance when hitting backhand and practice hitting the ball with a partner.
Students will also reflect on how the backhand stroke is different and similar to the forehand
stroke.

National P.E. 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.
Wisconsin State Teacher Standards:
Teachers know the subjects they are teaching. The teacher understands the central
concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for pupils.
Teachers understand that children learn differently. The teacher understands how pupils
differ in their approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities and
exceptionalities.
Teachers know how to teach. The teacher understands and uses a variety of instructional
strategies, including the use of technology, to encourage children's development of critical
thinking, problem solving, and performance skills.
Teachers know how to manage a classroom. The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
1

Teachers communicate well. The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

Safety
Statement

LEARNING GOALS
They will learn how to properly hold a racquet or paddle.
They will learn how to perform a backhand stroke.
They will learn how to hit a ball against the wall and back to them while using a
backhand stroke.
They will learn how to hit a ball back and forth with a partner while performing the
backhand stroke.
OBJECTIVES
Psychomotor TSWBAT demonstrate hitting a ball using the backhand stroke by
bending the knees, putting the weight on the balls of the feet, holding the paddle by
making a V with the hand, close fingers on paddle, holding end of racquet, palm
facing your body, pivot and step, swinging paddle low to high, hitting the ball at
about knee height and following through, 8 out of 10 times with 80% accuracy, as
supervised by the instructor.
Cognitive - TSWBAT describe and identify how to hit a ball using a backhand
stroke by bending their knees, putting weight on the balls of their feet, making a V
on the paddle with the hand, closing fingers on paddle, palm facing the body, pivot
and step, swinging paddle low to high, and hitting the ball at about knee height.
Affective TSWBAT cooperate and work together with a partner while performing
the backhand stroke.
Be sure the surface of the activity area is smooth, dry, and free of unnecessary equipment.
Students must remember to be aware of those around them. Do not swing the paddle if a
person is closer than arms width away from you.

Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.

During partner drills, pairs rally with each other in similar line of direction, in parallel lines
that are safely spread apart.
Formative: The students will be assessing each other by helping their partner and they
become more consistent at hitting a ball with the backhand stroke.
Summative: I will be walking around assessing the students and helping those who need
help with the backhand stroke.

Learning
Environment/
Behavior
Expectations

Instructor will walk around the gym to help students that are having a hard time the
backhand stroke. Remind students to keep enough space between each other (about arms
length away). Make sure that all students are being included in the activities. Encourage
students to try their best even if they may not get the backhand stroke down at first.

What procedures
will you use to
ensure students
are safe, on task
and engaged?

Clear, concise instruction

Be safe
Be respectful to the teacher and to your peers
Remind students to find their own space
Keep students on task
Smooth transitions between all activities
Move to see the instructor
Have fun!!

What might
happen that you
might not
expect?

Expectations:
If a student is misbehaving or disturbing his or her peers, the student will receive a verbal
warning and will have to perform an exercise (push-ups, sit-ups, jumping jacks, etc.) in
order to partake in the rest of the class.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Ultimate Cups
Motivational Set
Equipment: 18 cups for each partner group.
___3____ Minutes
This activity will help agility and speed.
Partners will start at the middle set of cups.
How will you start the
They will make a pyramid out of the middle set of cups.
lesson to engage and
Then they will run to the set of cups to the right of them and
motivate students in
make a pyramid out of those cups.
learning?
Then they will run to the last set of cups that have not been
set up into a pyramid and build one out of those cups.
They will run to the far right set of pyramid cups and un-stack
those cups.
They will run to the far left set of pyramid cups and un-stack
those cups.
They will run to the middle set of pyramid cups and un-stack
them.
If time allows, each partner group can compete against each
other again, but switch sides.

Instruction: (Body of
the lesson)
____14____ Minutes
Write the step by step
Teaching
Procedure/progression
here.

Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.

What will you say and

do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.

Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: In 90
seconds see
how many
times you can
hit the ball to
your partner.

Modifications
: Add
modifications
to make the
tasks easier
and harder
according to
the skill level
of the
students.

1. Greet Students (3 minutes)

2. Today you will learn and practice the backhand stroke. The backhand stroke
is used to hit balls that are coming to your non-dominant side. It is called
backhand because the back of your hand faces the oncoming ball.
3. Introduce backhand stroke
4. Demonstrate how to perform a backhand stroke
5. Cues:
a. Staggered stance
b. Racquet/paddle flat
c. Palm facing chest
d. Swinging low to high
e. Contact 4-8 oclock at waist
f. Target: wall
Demonstration #1:

Activity 1: Tosser backhand stroke (5 minutes)

After demonstration of how to hold the racquet and/or paddle, students will be
paired up.
They will practice swinging the paddle, low to high without a ball.
Then I will hand out a ball to each student.
One student will start with the racquet/paddle and the other will start with the
ball.
The student with the ball will be the tosser and they will toss the ball to their
partners non-dominant side.
The student with the racquet/paddle will try to hit the ball using the backhand
swing.
o Student will step to their target as they swing through the ball from
low to high, following through over your front shoulder.
o Students may allow one bounce before they hit the ball back to the
tosser.
I will walk around the gym to help anyone who needs help.
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Students will change roles every 10 hits.

Transition: You are all doing a great job of hitting the ball back to yourself using the
backhand swing! Now, lets partner up with the person next to you and practice hitting
a ball backhanded back and forth to your partner.
(1
minute)
Demonstration #2:

Activity 2: Partner backhand stroke (5 minutes)

Create medium 2-square court (10x10 paces) per pair, each with a midline.
I will instruct students to partner up with the person next to them.
One pair per court, each player with a paddle, 1 ball per pair
They will practice their backhand swing with a partner
They will hit the ball backhanded to their partner and their partner will hit it
back to them backhanded.

Transition: lets set our rackets down and talk about some of the things we learned
today.
Closure
____3____ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

How is the backhand different from the forehand stroke?

Is it more or less difficult to hit the ball using a backhand as compared to the
forehand? Why or why not?
What are some of the cues you learned to remember the backhand stroke?

Next we are going to be learning the lob. Does anybody know what a lob is?
Students with IEPs or 504 plans or students requiring other
accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

Learning Styles/Preferences: Will be giving verbal cues, visual

demonstrations, and putting words on board to read and visually
see.
Paddles or racquets for each student
Ball for each student

What materials do the

students need for this
lesson?
What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?

Academic Language Demand(s):

Backhand stroke
V position on paddle

Listen to instructor when learning how to hold the paddle or racquet.

Listen to instructor when learning how to use a backhand stroke.
Ask questions if you do not understand how to perform the backhand stroke.
Teacher will demonstrate how to perform a backhand stroke by giving specific cues.
Continually give verbal cues while supervising students do the backhand stroke.

Describe the language

function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

PRE-PLANNING: Forehand was previously taught.

POST PLANNING: Use forehand and backhand stroke in game setting.
TEACHER REFLECTION NOTES:

ATTACHMENTS

Include any assessment, task cards, exit slips you used): Describe and numbered.

Resources:
List references and
Other Resources
used to support or

Spark manual 6-8

Teaching cues for sport skills for secondary school students.
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develop the lesson.