Unit Plan 12 (Grade 8 PE): Tennis/Pickleball — Tactical Shot Selection

Focus: Use forehand/backhand drills, serve practice, and mini-court singles/doubles games to develop tactical shot selection in tennis/pickleball, emphasizing drop shots, lobs, and angled shots to move opponents.

Grade Level: 8

Subject Area: Physical Education (Net/Wall Games • Striking with Implements • Tactical Decision-Making)

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

Students move beyond just “getting the ball over the net” and begin to think like tactical players in tennis and/or pickleball. Through forehand/backhand target drills, serving to both boxes, and mini-court singles and doubles games, they learn to read opponent position and choose drop shots, lobs, angled shots, and deep drives that create open space. They practice adjusting force, angle, and height to control where the ball lands, build simple point patterns, and reflect on their own strengths and preferred playing style.

Essential Questions

• How can I use different shots (deep, short, angled, lobs, drops) to move opponents and create open courts instead of just hitting straight ahead?
• What does it mean to adjust force, angle, and timing of my shot based on where my opponent is standing and how the rally is going?
• How can I combine shots into simple patterns (e.g., deep–deep–short) that increase my chances of winning points in net/wall games?
• How can knowing my strengths, preferences, and areas for growth help me improve and enjoy racket/paddle sports now and in the future?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Strike balls with forehand and backhand using paddles or rackets, sending them with purposeful placement, depth, and angle to target zones.
2. Perform serves with basic consistency to both service boxes (right and left), adjusting force and direction for control.
3. Select and execute drop shots, lobs, and angled shots based on opponent position (at net, deep, out of position) to create open court space.
4. Adjust effort, force, angle, and timing of shots in real time after reading distance, pressure, and risk/benefit of options.
5. Apply simple offensive strategies and patterns (e.g., cross-court then down-the-line, deep then short) in mini-court singles and doubles.
6. Identify personal strengths, preferences, and areas for growth in net/wall games and set at least one meaningful improvement goal.

Standards Alignment — 8th Grade (SHAPE America-based custom)

• PE:S1.8e – Striking with Implements for Tactical Placement & Power Strike stationary and moving objects with paddles, rackets, bats, or sticks to send them with purposeful placement, speed, and spin, based on tactical choices.
  • Example: In badminton or pickleball, students alternate between clears, drops, and smashes to move an opponent around the court and set up winning shots.
• PE:S1.8f – Integrating Complex Skill Combinations in Continuous Play Combine locomotor, manipulative, and stability skills in complex, continuous sequences during game play, maintaining form and control throughout.
  • Example: In a game, a student dribbles, executes a crossover, passes to a teammate, cuts to space, receives a return pass, and takes a balanced, accurate shot—all under defensive pressure.
• PE:S2.8c – Adjusting Effort, Force, Angle & Timing Based on Game Demands Adjust effort level, force, angle, and timing of skills (passes, shots, serves, runs) after interpreting distance, defensive pressure, and risk/benefit of different options.
  • Example: In a net game, a student chooses a soft angled shot when the opponent is deep and a powerful deep shot when the opponent is crowding the net.
• PE:S2.8d – Selecting & Applying Offensive Strategies Effectively Identify and apply offensive strategies (spreading the field, using screens, give-and-go, overlaps, switching fields, setting picks) to create high-percentage scoring chances.
  • Example: In basketball or handball, students run a set play (screen-and-roll or backdoor cut), read the defense, and make a smart choice between shooting or passing.
• PE:S5.8a – Recognizing Preferences, Strengths & Areas for Growth Identify personal strengths and preferences in physical activity and use that understanding to set meaningful improvement goals and make activity choices.
  • Example: A student recognizes they enjoy small-sided competitive games and endurance challenges, then sets a goal to join a community league or complete a local 5K.

Success Criteria — Student Language

• I can hit forehands and backhands to specific targets (deep, short, cross-court, down-the-line) with control.
• I can serve consistently into either service box and adjust my force/angle if I’m missing.
• I can choose shots (deep, drop, lob, angle) based on where my opponent is standing instead of hitting randomly.
• I can use simple patterns (like deep–deep–short or cross-court then down-the-line) to build points in rallies.
• I can describe my strengths and areas to improve in racket/paddle games and set at least one clear goal for myself.