Unit Plan 14 (Grade 3 PE): Tennis/Paddle Lead-Up

Focus: Develop beginning striking skills with short-handled implements, improve control of force, and help students cooperate in simple racket- and paddle-style lead-up activities.

Grade Level: 3

Subject Area: Physical Education (Tennis/Paddle Lead-Up • Striking Control • Force & Rally Skills)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore paddle and tennis lead-up activities as a way to build control, coordination, and confidence with striking skills. In this unit, students begin by tapping balloons or foam balls upward with hands, then paddles so they can learn how to track an object in the air and send it with a controlled touch. They then apply those skills in Paddle Bounce & Catch and Partner Rally Over Line, where they practice striking with short-handled implements, controlling force, and working with a partner to keep the object in play. Throughout the unit, students focus on light contact, eyes on the object, cooperation, and enjoying a new type of game that rewards patience and touch rather than power.

Essential Questions

• How can I strike a lightweight object with better control using a paddle?
• Why is controlling force important in paddle or tennis-type activities?
• How can working with a partner help a rally last longer?
• What does a positive attitude look like when learning a new striking skill?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Strike a lightweight object with a paddle using improving control and direction.
2. Adjust force appropriately for self-taps, bounce-and-catch tasks, and partner rallies.
3. Cooperate with a partner by taking turns, encouraging effort, and helping the activity continue smoothly.
4. Show enjoyment and a positive attitude while practicing tennis/paddle lead-up skills.

Standards Alignment — 3rd Grade (SHAPE America-based custom)

• PE:S1.3e – Striking with Implements Strike a lightweight object (balloon, foam ball, yarn ball) with hands or implements (paddles, short-handled rackets, foam bats) with developing accuracy and control.
  • Example: Students strike a ball off a tee into a designated field area or tap a balloon over a low net to a partner.
• PE:S2.3c – Effort & Force to Match the Task Adjust speed, effort, and force (fast/slow, hard/soft) for successful performance in skills and games.
  • Example: Students throw softly to a nearby partner and with more force to a distant target in a throwing game.
• PE:S4.3b – Cooperation, Encouragement, and Teamwork Cooperate with partners and teams, share equipment, take turns, and encourage others.
  • Example: Students rotate through stations smoothly, give positive feedback to teammates, and help reset equipment.
• PE:S5.3a – Enjoyment and Positive Attitude Express enjoyment and a positive attitude toward participating in a variety of physical activities and games.
  • Example: Students state which activities they enjoyed and show enthusiasm by actively participating.

Success Criteria — Student Language

• I can tap a balloon or ball with control using my hand or paddle.
• I can use softer or stronger force depending on the activity.
• I can work with a partner and help the rally continue.
• I can stay positive while learning a new paddle skill.