For each student:

• 1 striking implement
• 1 whiffle ball, dead tennis ball, balloon or foam ball
• 1 carpet square, poly spot (non-skidding rubber dot) or other way to define space.

Students will demonstrate control over the paddle and ball.

Students will explore control over the direction and force of a ball with the use of a paddle.

Students will demonstrate safe techniques while handling a striking implement in place.

Teachers should check for proper handle grip (shake hands with the paddle), focus on these cues:

• keep paddle flat as a pancake
• watch the ball contact the paddle

Balance

• With their paddles flat as a pancake (palm facing up), have the students balance the ball on the paddle. Have them explore what happens if you tilt the paddle one way and then the other.

Downs

• In their own space, students dribble the ball down with their paddle. The back of their hand should be facing ceiling/sky. See if they can keep going without a miss.
• Once they can do this 5 times without a miss, try and keep the ball below waist level in their own space.
• How many downs in a row (of any height) can they get without leaving their space?

Ups

• Now students will volley the ball with paddle turned so palms are up facing the ceiling/sky. In their own space, have students volley the ball trying not to let it hit the ground.
• How many ups in a row can they get? Spell-out--each time the ball hits the paddle students say one letter of their name. Can students spell their first name, last name, or friends’ name? Start the spelling over after a miss.

Ups and Downs (if students are having success)

• In their own space students will try and keep the ball going. This time they will use both ups and downs. One time hit it down to the ground, next time hit it up in the air.
• Change the sequence- 2 up, 2 down, 3 down, 3 up and so on.
• Time the students for 15-30 seconds and see how many hits in a row they can get. Repeat and see if they can beat their personal record.

Use balloons or beach balls for students who are struggling. Paint a bright dot or letter on the ball for students to focus on if they are having trouble tracking the ball. If possible, supply paddles of different sizes. Students who are struggling should use bigger ones, while students who are having success should use smaller ones.

For students who are having much success, have them perform the ups/downs while walking, jogging, or marching in place. Have them create a challenge to share.

Graham, G., Holt/Hale, S., & Parker, M. (1998). Children Moving: A Reflective Approach to Teaching Physical Education Mountain View, CA: Mayfield Publishing Company.