Created
By
Dr. Butler for HTH

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Standard 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.

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Ready Position
Forehand
Backhand
Tennis Serve
Volley
Lob
Smash

Tennis Ready
Position
1.
2.
3.
4.
5.
Feet shoulder width apart with slight forward stride.
Bend knees with weight forward.
Hold racket in front of body.
Support racket with nonracket hand.
Focus your eyes on the ball.

Key Components for Tennis
Forehand
1.
2.
3.
4.
Racket back
Lead with palm of hand
Contact in front of body
Follow through above opposite shoulder

Key Components for Tennis
Backhand
1.
2.
3.
4.
Racket back
Lead with back part of hand
Contact in front of body
Follow through above opposite shoulder

Tennis Serve
1.
2.
3.
4.
5.
6.
Face sideways with feet shoulder width apart.
Arms down together
Arms up together with ball toss out in front
Scratch back
Contact ball high and in front of body
Transfer weight to front foot with racquet following through across lower body

1.
2.
3.
4.
Tennis Volley
5.
6.
Shake hands grip.
No backswing.
Maintain a firm wrist.
Step forward on your opposite foot.
Contact ball in front of body.
Swing downward with little or no follow through.

Tennis Lob
1.
2.
3.
4.
Drop racket head lower than normal
Get under the ball
Hit with greater angle than normal
Follow through high above opposite shoulder

Tennis
Smash/Overhead
Slam
1.
2.
3.
4.
5.
Shake hands grip.
Get in “outfielders” position.
Racket back to backscratch.
Reach up contact ball in front.
Follow through across body.

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Overhand forehand clear.
Overhand backhand clear.
Underhand clear.
Short serve.
Backhand serve.
Smash.

Badminton
Overhead
Forehand Clear
1.
2.
3.
4.
5.
6.
Feet apart with forward stance and weight on back foot.
Racket behind back and cock wrist.
Rotate forward hips and shoulders.
Contact in front and transfer weight forward.
Snap the racket face into the shuttle.
Follow through forcefully upward.

1.
2.
3.
4.
5.
6.
7.
Badminton
Overhead
Backhand Clear
Backhand grip and back toward net.
Drop racket behind opposite shoulder.
Cock your wrist.
Lead racket forward with elbow.
Coordinate elbow extension, forearm rotation, and wrist snap.
Contact the shuttle in front of the body.
Follow through forcefully upward.

Badminton
Underhand Clear
1.
2.
3.
4.
5.
6.
7.
8.
Position weight over the back foot.
Step forward with racket side leg.
Use a loose grip
Keep your racket side elbow positioned above your racket side knee.
Uncock wrist and flex elbow using a sweeping motion.
Contact the shuttle below waist with an open racket face using a whipping action.
Drive the shuttle up and deep.
Follow through.

Badminton Short
Serve
1.
2.
3.
4.
5.
6.
7.
8.
Use a forehand grip on racket and serve grip on shuttle.
Feet apart opposite foot in front.
Hold shuttle at waist height in front of front foot.
Drop the shuttle straight down before swinging.
Take a short back swing with wrist cocked.
Swing racket forward while keeping wrist firm.
Contact shuttle in front of body near the waist.
Follow through for four to six inches.

Badminton
Backhand Serve
1.
2.
3.
4.
5.
6.
Start with feet apart racket foot in front.
Use backhand grip with racket hand and serve grip for shuttle hand.
Hold shuttle in front of body at waist height.
Position racket head near body below waist.
Release the shuttle and push the racket forward slowly using the racket forearm.
Use a short follow through.

Badminton
Smash
1.
2.
3.
4.
5.
Shake hands grip.
Get in “outfielders” position.
Racket dropped to backscratch.
Reach up contact ball in front.
Follow through across body.

Pickleball
1.
2.
3.
4.
5.
Underhand serve similar to badminton.
Can’t volley (hit the ball in the air) close to the net.
Forehand and backhand similar to tennis.
One or zero bounces
Played in small area similar to serving boxes in tennis.

Racquetball
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Sidearm serve.
•
Two chances to get serve in.
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Serve must hit the front wall and bounce past service line to be legal.
•
Forehand, backhands, and
• overhead similar to tennis.
Kill Shot: A ball that lands very near the front wall floor so there isn’t time for your opponent to get there before it bounces twice.

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Breast stroke.
Forward crawl.
Backstroke.

1.
2.
3.
4.
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Keep legs close together and pull them up toward chest. At the same time, hold palms together and up against chest, as if in prayer.
Kick legs out and apart then quickly squeeze them together. Try to imitate the way a frog kicks.
Glide for a moment with your arms fully extended, then turn your palms outward and pull with both hands out and around in a circular motion, so that they end up in their original position, together against your chest.
Use the pull with hands to pull head up and out of the water to take a breath.
As head goes back down, arms should begin to plunge forward with the next kick.
The timing rhythm is — pull — kick — hands forward glide.

1.
2.
3.
4.
5.
Freestyle or
Front Crawl
Visualize the line from your chin to chest: this is the axis upon which your whole body
should pivot, and it should extend horizontally in the direction you are swimming.
2 Keep legs straight, with toes pointed out, and kick up and down.
3 Move arms in a windmill motion opposite each other.
4 Keep hands flat, and pull arm through the water beneath body.
6 Breathe on one side by turning your head to that side as the arm comes out of the water.

Backstroke
1.
2.
3.
4.
Floating on your back in a horizontal position, kick
your legs up and down.
Pivoting slightly at the waist and rotating your shoulders, windmill your
arms.
Your hand should enter the water pinky-first.
Keep your head floating back in the water, with your eyes looking up.
Breathe normally.

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Shuffle
Grapevine
Heel and Toe
Slide Steps or Chassé

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Shuffle
Brush one foot forward and backward.

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Grapevine
Step to the side with outside foot.
Step behind outside foot using other foot.
Step to the side with outside foot.
Hold.

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Heel and Toe
Touch the floor in front of body with the heel of one foot.
Touch the floor in back of the body with the toe of the same foot.

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 Sliding
A step together step performed sideways.
Step to the side and draw other foot up quickly.
Stay on the balls of feet.
Bend knees slightly.
Use arms as needed for balance.
Lean forward slightly at waist.
Step to the left with left foot.
Step to the left with right foot.

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Weave
The weave combines the grapevine with a cross in front as well as a cross behind.
This dance step allows you to travel in zigzag formation across the floor.

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The pivot is where you put one foot forward and pivot and on the ball of the other foot.
If you put your left foot forward, pivot to the right.
If you put your right foot forward, pivot to the left.

1.
2.
3.
4.
Start on your right foot and cross it over the left.
Step back with your left to the back left corner, then back with your right to the right corner.
Then step forward with your left and you can do it again.
You can do it on the left side, too, crossing your left foot over your right first, back to the right corner, left corner and forward with your right foot.

Standard 1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.

Balance
An even distribution of weight enabling someone or something to remain upright and steady.

Reaction Time
The time that elapses between a stimulus and the response to it.

Agility
The ability to change directions quickly.

Coordination
The organization of the different elements of a complex body or activity so as to enable them to work together effectively.

Explosive Power
Power by definition is the rate at which we can apply maximal force against an external load or surface.

Speed
Time an object or person travel across a distance.

Force
A push or a pull applied to an object or person, measured in pounds or newtons.

Inertia
The tendency of a body at rest to remain at rest or of a body in straight line motion to stay in motion in a straight line unless acted on by an outside force.

Buyancy
1. The ability or tendency to float in water or other fluid.
2. The power of a liquid to keep something afloat

Leverage
1. a. The action of a lever. b.
The mechanical advantage of a lever. 2. Positional advantage; power to act effectively

Rotary Motion
The act of rotating as if on an axis; "the rotation of the dancer kept time with the music"

Opposition
The use of body parts on opposite sides of body to increase force and power.

Proprioception
The ability to sense the position and location and orientation and movement of the body and its parts.

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Training Practices for Active Sports
Agility drills
Plyometrics
Endurance cardio
Sprints
Resistance training for speed
Stretching.

Standard 1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.

Doubles Racket
Sports Strategies
Advantages to Both Partners at Net:
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Control angles on the court,
Reduce reaction time for opponents,
The team that controls the net controls the game.

Serve and Volley: Server joins partner at the net as soon as possible.
I formation: Partners line up behind each other. Allows for one to control the net and the other to control the back court.
All Back: Ideal when being over powered at the net and disrupt rhythm of the game.
Other Doubles
Strategies

Practice for EOC # 2

1.1
The overhand-throw pattern is very similar to which of the following?
A. Discus throw.
B. Pickleball serve.
C. Tennis serve.
D. Soccer throw-in.

1.1
The tennis forehand and badminton forehand are similar in many ways. In what way are they different?
A. In tennis, you keep the wrist firm; but in badminton, you snap the wrist on release.
B. In tennis, you snap the wrist on release; but in badminton, you keep your wrist firm.
C. In tennis, you contact the ball at the baseline; but in badminton, you hit closer to the net.
D. In tennis, you’re trying to win the point; but in badminton, you try to keep a volley going.

Which movement pattern is most similar to the bowling release?
A. Badminton serve.
B. Softball underhand pitch.
C. Volleyball forearm pass.
D. Floor or ice hockey pass.

From the following list of skills, what are the similarities?
Football pass, softball throw from the outfield, tennis serve, badminton smash.
A. There are no similarities; they are discrete skills.
B. All are offensive skills.
C. All are skills that require height for success.
D. All use an overhand-throw pattern.

Your opponent in tennis has an excellent net game.
What strategy should you use?
A. Hit all returns deep and to the corners.
B. Vary your shots, with lobs and short shots.
C. Hit the ball hard and to the middle of the court.
D. Any defensive strategy will work.

It’s important when throwing a ball to step forward on the opposite foot, because that provides:
A. Stability and increased lever length.
B. Momentum, and it shortens the range of motion.
C. Momentum and maximum preparation to rotate.
D. Stability and decreased lever length.

A discus thrower is not getting much distance on his/her throws. What can you suggest to help increase the distance?
A. Extend the arm fully at the end of the rotation and release as the arm moves up to shoulder height.
B. Keep the arm wrapped around the body at the end of the rotation and release as high as possible.
C. Work on upper-body strength training to build arm bulk.
D. Shorten the rotation and release using more arm muscles.

A golf ball stops rolling due to friction because:
A. An object in motion remains in motion until acted upon by an outside force.
B. For every action, there is an equal and opposite reaction.
C. Force equals mass times acceleration.
D. Drag increases with the square of the velocity.

Bob wants to learn to play tennis, and is willing to practice. What is the best practice plan for learning to play the game?
A. Practice the skills in game-like conditions first and then break the skills down to simple practice conditions.
B. Practice all skills for some time on each day.
C. Practice one skill on one day until you’re good at it and another skill on another day.
D. Practice the skills in a game.

Maya is fairly skilled at her sport and wants to try out for her school team. How should she practice on most days to prepare for try-outs?
A. Work on basic skills, then combine the skills, then play games.
B. Work on playing in games as much as she can.
C. Work on each skill separately and then play games.
D. Work only on those skills she is weak in to use her time more wisely.

A person’s size and strength should be considered when choosing:
A. Sport equipment.
B. Friends to play with.
C. The type of sports clothes to buy.
D. What to drink during activity.

Which of the following is true about high school students? They have than elementary students.
A. Longer limbs, more efficient lungs and similar muscle mass.
B. Longer limbs, similar lung size and more muscle mass.
C. Longer limbs, larger lungs and more muscle mass.
D. Similar-length limbs, equally efficient lungs and more muscle fibers.

As people mature and begin to balance job, family and recreation pursuits, their choice of physical activity typically includes more:
A. Individual and dual activities.
B. Highly competitive activities.
C. Large-group activities.
D. Longer games and sports.

Tommy’s grandmother played basketball while growing up and still rides a bike and walks regularly. All of the following are benefits that Tommy’s grandmother could realize from physical activity, except:
A. She sleeps better.
B. She strengthened her bones to help resist osteoporosis.
C. She has sore muscles.
D. She has stronger heart and lungs.

Mohammad is ahead of his peers in terms of motor skill development, which may be because of more:
A. Maturity and practice.
B. Instruction and speed.
C . Practice, instruction and body size.
D. Instruction, practice and maturity.

As you continue to mature, which of the following is most likely to happen?
A. I will get faster and stronger as I grow older, and that affects my skills.
practice.
B. My skills will stay the same if I continue to practice.
C. My skills in most activities will increase if I
D. My skills will be better immediately.

What is the proper kick for the breast stroke?
1.Frog kick
2.Scissor kick
3.Flutter kick
4.Dolphin kick
1.1

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Which skill related components listed below will LEAST help a track athlete on the starting blocks ?
◦ Balance
◦ Coordination
◦ Explosive power
◦ Reaction time
1.3

Your opponent in tennis has an excellent net game.
What strategy should you use?
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A. Hit all returns deep and to the corners.
B. Vary your shots,
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 with lobs and short shots.
C. Hit the ball hard and to the middle of the court.
D. Any defensive strategy will work.
1.4

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Which principles of biomechanics are used when performing a discus throw?
◦ Rotary motion
◦ Force
◦ Leverage
◦ All of the above
1.5

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Which principles of biomechanics are used when performing a discus throw?
◦ Rotary motion
◦ Force
◦ Leverage
◦ All of the above
1.5

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California recognizes two state dances: The West
Coast Swing and The
Square Dance. A person who knows both of these dances would likely do well:
◦ In other partner dances.
◦ In dances with square formations.
◦ In dances with a caller.
◦ All of the above.
1.6

Nancy is performing a tennis serve. Which of the following describes how feedback from
proprioception can help her to improve her performance?
A.
Nancy can feel when she is hitting the ball behind her body and makes the correction
B.
Nancy’s coach stops the game and reviews the steps with her
C.
Nancy reviews the service steps with a classmate
D.
All of the above
1.7

Maya is fairly skilled at her sport and wants to try out for her school team. How should she practice on most days to prepare for try-outs?
A. Work on basic skills, then combine the skills, then play games.
B. Work on playing in games as much as she can.
C. Work on each skill separately and then play games.
D. Work only on those skills she is weak in to use her time more wisely.
1.8

A discus thrower is not getting much distance on his/her throws. What can you suggest to help increase the distance?
A. Extend the arm fully at the end of the rotation and release as the arm moves up to shoulder height.
B. Keep the arm wrapped around the body at the end of the rotation and release as high as possible.
C. Work on upper-body strength training to build arm bulk.
D. Shorten the rotation and release using more arm muscles.
1.11

After competing in your first swim meet and placing first in a race, you may find that:
A.
You enjoyed the activity
B.
You challenged yourself
C.
You feel good about yourself
D.
All of the above
3.4

A benefit of exercise with the psychological aspect of fitness can best be described as:
A.
Positive mental thoughts.
B.
Improved physical fitness.
C.
Improved coordination and reaction time.
D.
Reduction of risk for disease.
3.6

What are the benefits of organizing a soccer game at a family picnic involving everyone in attendance?
A.
Improve the health of family members
B.
Allow the family to spend more time together
C.
Help to reduce stress levels of all family members
D.
All of the above
3.7

How might multicultural activities in the community influence activities in the physical education class?
A.
B.
C.
D.
Community support
Facilities and equipment available
Parent support and student interest.
All of the above
3.8

William’s classmates cheer him on during the class tennis tournament. How might this positively affect his tennis performance?
A.
William will make less errors and hit more winners
B.
William will double fault more
C.
William will hit volleys into the net
D.
William will hit ground strokes past the baseline
3.9

Elizabeth is good at running the 100 yard sprint, but does not do well in the other running events. How might her team utilize her strength in the track meet?
A.
Have her run in the 4
X 100 meter relay race.
B.
Have her run the 1600 meter run.
C.
Have her participate in the long jump.
D.
Have her run in the 4 x
400 meter relay race.
3.10