Pupils line up at the baseline and doubles sideline. The pattern is as follows:

• forward along the doubles sideline to the net
• sidestep across to the singles sideline
• backward along the singles sideline to the service line
• sidestep across the service line almost to the T
• up the center service line to the net
• sidestep to just across the center service line
• backward along the center service line to the service line
• sidestep to the singles sideline
• up to the net
• sidestep to the doubles sideline
• backward along the doubles sideline, and
• sidestep across to the center hash mark.

Have the students count aloud during the following stretches:

• Neck rolls -- roll your head six times to the left and six times to the right
• Swing both arms -- do six rotations to the left and six rotations to the right
• Roll dominant wrist -- do six rotations to the left and six rotations to the right
• Ready, set, stretch -- in starter’s block position, extend the right leg, then the left leg and hold each for six counts

Place a row of balls across the court, behind the service line, with one ball at each of the sidelines and one at the center line. Have the children start at the ad court doubles sideline, move to pick up the first ball and throw it over the net, run or sidestep to the middle ball and throw it over, and then go to the third ball. Place targets across the net or add more balls to keep it challenging.

• A parent-coach can quickly replace the balls so the next child does not have to wait.
• Left-handers should go before or after the right-handers and start from the deuce side.

To practice the service toss, have children toss the ball into the air with the non-dominant hand. While the ball is in the air, they should clap once before catching the ball. Occasionally let the ball drop to a target on the ground to check for accuracy.

1. Demonstrate and have the class shadow the underhand toss.

2. Demonstrate the four-step progression starting from the sideways ready position. In this lesson, the full serve (step 4) will only be demonstrated for the purposes of awareness and future implementation; it will not be practiced.

3. At a fence, demonstrate the first three steps in the progression:

a) Step 1: trap -- Students extend their arms reaching their racquets upward, use an underhand toss and trap the ball against the fence as it reaches its peak.

b) Step 2: tray -- The forearm and palm of the hand are laid back so that the racquet face is in the position of a tray carried above the head of a waitress. The toss is made and trapped against the fence as it reaches its peak.

c) Step 3: V position -- The elbow is high with the racquet hung back from the wrist (almost in back scratch position). The toss is made and trapped against the fence as it reaches its peak.

• Practice the progression at the fence, where the toss is controlled and the ball can be trapped.
• Be sure the parent-coaches understand the first three steps before they begin individual work with the children, including the need for a full arm extension and the correct underhand toss.
• Have pupils practice the first three steps and increase their progression as they are capable of completing each step. If each student does not work through the three steps, you should not let them feel disappointed since this lesson will carry over into the next one.

Hang up to five dangling balls on each teaching cable and place spots to correctly position kids. Adjust the ball line to the maximum length, allowing children to hold the ball low and toss it up for the serve. Stress contact point in front of the children as they hit the ball using the style (progression step) each was most successful with in the previous drill against the fence.

Advanced -- Have children practice with low pressure balls on a short-court.

A good ratio for this game is one assistant or parent-coach who can control the ball well to four or six students. The coach stands across the small net from a doubles team and pupils take turns using the serve style (progression step) with which they were most successful in the above drill. The group plays out each point.

• A parent-coach can keep waiting children occupied at a safe distance and rotate them in to play.
• Spots can help children understand their positions on the court.
• If children are unsuccessful at starting points with serves, have them drop-hit to start.

Parents should practice with children, and everyone should warm up before playing:

• No-net tennis -- groundstrokes and volleys
• Bump-ups with bounce, bump-ups, bounce-downs