Learner worksheet
Name: ____ Date: ______
Learning objectives: Track a score through a short sequence; distinguish a service fault from a service let; explain a line decision using the relevant rule; identify when a scenario needs more evidence.
These fictional situations use singles, standard advantage games, seven-point tie-breaks and service lets. Assume all unmentioned actions are legal. Scenario 8 specifically includes court officials.
For each situation, write your decision, explain which detail matters and record a rule reference. Do not guess what happened beyond the facts given. Work independently first, then compare your reasoning with a partner.
Use this response pattern: Decision → decisive fact → supporting rule.
| Number | Situation and task | Your decision, explanation and rule |
|---|---|---|
| 1 | The score is deuce. Alex wins the next point, then Blair wins the following point. What is the score now? | ________________________________ |
| 2 | In a seven-point tie-break, Alex leads 6–5 and wins the next point. Give the new score and decide whether the tie-break ends. | ________________________________ |
| 3 | On the first point of a standard game, Alex serves from behind the right half. The first serve misses the correct service court. From which half should Alex attempt the second serve? | ________________________________ |
| 4 | A first serve is a fault. The second serve touches the net and then lands in the correct service court. The receiver was ready. What happens next, and which service attempt is available? | ________________________________ |
| 5 | Alex has already served one fault. During the next service motion, Alex's foot touches the baseline before racket contact. What is the decision and its effect on the point? | ________________________________ |
| 6 | A rally shot lands with part of the ball touching the opponent's singles sideline. Nobody calls out, and the opponent can still reach it. Is the bounce in or out, and should play continue? | ________________________________ |
| 7 | A first serve clears the net without touching it and lands on the service line bounding the correct diagonal service court. The receiver is ready. Is this a fault, a let or a valid serve? | ________________________________ |
| 8 | In an officiated match, a line umpire calls out. The chair umpire did not see the bounce clearly but suspects the ball was in. No electronic review or ball-mark inspection is involved. May the chair overrule on that suspicion alone? | ________________________________ |
Worked examples — answer material
Use these separate examples for teacher modelling before distributing the worksheet.
Example A: Server leads 30–15 and wins: 40–15. Rule 5(a).
Example B: Server tosses, decides not to swing and catches: no fault. Rule 19, Case 1.
Ask learners to identify the decisive fact before revealing each result. References: ITF 2026 Rules of Tennis, Rules 5 and 19.
| Number | Decision and explanation | Locator |
|---|---|---|
| 1 | Deuce: Alex's advantage was cancelled. | Rule 5(a) |
| 2 | 7–5; finished, with seven points and a two-point margin. | Rule 5(b) |
| 3 | Right half again; the fault does not change sides. | Rules 17 and 20 |
| 4 | Replay the second serve; the let preserves the earlier fault. | Rule 22 |
| 5 | Foot fault; the second consecutive fault loses the point. | Rules 18(b), 19(a) and 24(a) |
| 6 | In; continue. The boundary line belongs to the court. | Rules 11 and 12 |
| 7 | Valid serve: the service line belongs to the correct service court. | Rules 12 and 17 |
| 8 | No; an overrule requires certainty of a clear mistake. | Appendix VII, Case 5 |
Teacher notes: preparation and materials
Audience: Beginners aged approximately 11 and above, including adult learners. No playing experience is assumed.
Materials: Learner printout per student, separate answer and teacher printouts, pencils, board, counters for scores and a simple court sketch labelled with singles sidelines, baseline, service lines and centre service line. A racket and soft ball are optional demonstration props.
Preparation: Read the cited rules; rehearse the two worked examples; prepare the court sketch; keep the answer key out of learner copies. Select only the learner print section for independent work. The answer section contains both worked solutions and worksheet solutions.
Accessibility: Read scenarios aloud, enlarge the court sketch and allow spoken explanations or a scribe. Use counters to track points. Court movement is optional; the entire session can take place at desks.
| Minutes | Activity | Evidence of learning |
|---|---|---|
| 0–5 | Introduce the objectives and invite learners to describe what they think a tennis score represents. | Record initial ideas without grading. |
| 5–13 | Use the cited rulebook and court sketch to introduce the vocabulary needed for the worksheet. | Learners locate the relevant lines and distinguish a point from a game. |
| 13–18 | Model the two examples from the separate answer section. Ask for the decisive fact before showing the solution. | Learners practise the decision–fact–rule response pattern. |
| 18–30 | Learners complete all eight scenarios independently. | Each response includes a decision and a reason. |
| 30–37 | Pairs compare responses and flag disagreements. Provide rulebook access for checking. | Learners revise explanations using evidence. |
| 37–43 | Release the answer key and discuss selected misconceptions. | Learners explain what changed in their reasoning. |
| 43–45 | Exit task: invent one new scoring or service situation and identify the rule needed to resolve it. | Collect examples to plan follow-up teaching. |
Teacher notes: assessment and limits
Assessment suggestion: Award one mark for each decision and one for a relevant explanation, for 16 marks. Treat this as classroom feedback, not an official qualification. Revisit any response that gives the correct outcome for the wrong reason.
Scope: Alternative formats and 10-and-under provisions exist; check Appendices VI and VIII before adapting. This lesson does not teach self-officiated disputes, electronic review, wheelchair adaptations or tournament-specific formats. Its suggested learner age is a teaching choice, not an eligibility rule. Source: ITF 2026 Rules of Tennis.
For follow-up reading, use advantage and no-ad scoring, service lets and foot faults and line calls and hindrance.
Review status: Draft teaching resource. Check the chosen competition’s regulations before using these exercises as preparation for a particular event.