Unit Plan 14 (Grade 4 PE): Tennis/Paddle Games

Focus: Develop striking with implements, improve how students adjust force for different distances, and build cooperative rallying skills through partner paddle games.

Grade Level: 4

Subject Area: Physical Education (Net & Wall Games • Paddle Control • Cooperative Rallying)

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

I. Introduction

Students explore paddle games as activities that require control, timing, and cooperation. In this unit, students begin with paddle taps up and down and then move into controlled forehand hits to wall or floor targets so they can learn how to strike a ball with a paddle using the right amount of force. They then apply those skills in mini-court rallies over a low line or net, working with a partner to keep the ball in play and count consecutive hits. Throughout the unit, students focus on striking safely, adjusting force for short and long distances, maintaining a ready position, and building successful rallies through teamwork rather than power alone.

Essential Questions

• How can I strike a ball with a paddle using better control and direction?
• Why do I need to adjust force depending on how far the ball needs to travel?
• What helps partners keep a cooperative rally going longer?
• Why can paddle games be enjoyable and satisfying even when the goal is control instead of winning?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Strike a moving or self-tossed ball with a paddle using improved control of direction and force.
2. Adjust the strength of a strike so the ball travels the correct distance for wall targets, floor targets, or partner rallies.
3. Work cooperatively with a partner by starting play fairly, counting rallies honestly, and encouraging improvement.
4. Reflect on what makes paddle games enjoyable, satisfying, or interesting.

Standards Alignment — 4th Grade (SHAPE America-based custom)

• PE:S1.4e – Striking with Implements in Games Strike a moving or stationary object with a short- or long-handled implement (paddle, racket, bat, stick) with control of direction and force.
  • Example: Students strike a pitched or tossed ball in wiffle ball, or pass a ball along the floor with a hockey stick to a target or teammate.
• PE:S2.4c – Adjusting Effort, Force, and Timing Adjust speed, force, and timing of movements and skills to match the demands of the task (distance, target size, defender pressure).
  • Example: Students throw softly to a nearby teammate and more forcefully to a distant target, or time their jump to catch a thrown ball at its peak.
• PE:S4.4b – Cooperation, Leadership, and Team Roles Work cooperatively with classmates, accept and share roles (captain, scorekeeper, equipment manager), and demonstrate inclusive leadership.
  • Example: During small-sided games, students rotate roles fairly, encourage quieter peers to participate, and help organize teams.
• PE:S5.4a – Enjoyment & Preference for Activity Types Express enjoyment of various physical activities and identify personal favorites, explaining why they are fun or satisfying.
  • Example: Students share that they enjoy basketball because they like teamwork and fast-paced play, or dance because of music and expression.

Success Criteria — Student Language

• I can hit a ball with a paddle using better control.
• I can make my hit softer or stronger depending on how far the ball needs to go.
• I can help my partner keep a rally going by sending the ball to a playable spot.
• I can work fairly with a partner and count rallies honestly.
• I can explain what I enjoy about paddle games and why.