Lesson 5 - Dribbling and Control
Ball Mastery & Exploration
•Reception
•Ball Skills
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we keep the ball as our friend while we move around?
Learning Objectives
- To develop dribbling a ball with your feet using soft touches
- To demonstrate good control and coordination in ball movement
- To show awareness of space and others while moving with the ball
Key Outcomes
- Students will be able to dribble a ball using different parts of their feet
- Students will demonstrate control by stopping the ball effectively
- Students will show improved spatial awareness when moving with a ball
Equipment & Resources Required
Pre-positioned around the area perimeter for quick collection
Alternative: Size 3 footballs, foam balls for nervous children
4 different coloured sets for corner game, remainder for individual spaces
Alternative: Bean bags, hoops, or markers
Key Vocabulary
Moving the ball with gentle touches using your feet
Gentle contact with the ball that keeps it under control
Keeping the ball where you want it to go
Making the ball stay still by placing your foot gently on top
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can walk and run confidently
- Has experience with basic ball handling
- Understands simple instructions and safety rules
Current Skills
- Develop foot-ball coordination
- Learn gentle ball control techniques
- Practice stopping and starting with a ball
Next Steps
- Develop directional dribbling skills
- Introduction to simple passing techniques
- More complex ball manipulation skills
Milestone Indicators
Key Teaching Points
- Gentle ball contact is fundamental - demonstrate the difference between hard kicks and soft touches
- Ball control improves when children slow down their movement and increase touch frequency
- Spatial awareness is crucial - constant reminders to look up and see others
- Stopping technique must be light and controlled - not stamping or pressing hard
- Positive reinforcement for effort and improvement, not just perfect technique
- Equipment care teaches respect and builds positive relationships with PE tools
- Progressive difficulty from stationary to moving builds confidence and success
Common Misconceptions
- Misconception: Hard kicks make the ball go where you want it. Reality: Soft touches provide better control and accuracy
- Misconception: Faster movement is always better. Reality: Controlled speed allows for better ball manipulation
- Misconception: Only one part of the foot can touch the ball. Reality: Different parts of the foot serve different purposes
- Misconception: The ball should stay perfectly still. Reality: Some ball movement is normal during learning
- Misconception: Perfect technique is required immediately. Reality: Improvement comes through practice and patience
SEN Adaptations
ADHD
- Keep instructions short and clear, provide frequent movement breaks, use visual cues, celebrate small successes regularly
dyspraxia
- Allow extra practice time, break down movements into smaller steps, use hand-over-hand guidance, provide verbal cues for coordination
autism spectrum
- Provide clear visual schedule, offer quiet spaces if overwhelmed, use consistent routines, give advance warning of changes
visual impairment
- Use brightly coloured balls, provide clear verbal descriptions of all movements, use buddy system for guidance
hearing impairment
- Use visual signals for stop commands, provide clear demonstrations, use written or picture instructions
physical disability
- Allow seated ball control activities, use larger/softer balls, modify distance requirements, provide supportive seating
Cross-Curricular Links
Maths
Counting ball touches, understanding concepts of more/less pressure, spatial relationships (around, between, next to)
Science
Forces and motion - understanding how different pressure creates different ball movement, cause and effect relationships
PSHE
Taking turns, sharing equipment, helping others, perseverance when learning new skills, celebrating success
Teacher Guidance
Positioning
Move around the perimeter to observe all children, position at corners during games for clear visibility
Observation Focus
Watch for gentle ball contact, spatial awareness, listening skills, and positive interactions
Intervention Points
Step in when children lose control repeatedly, show unsafe behaviour, or need technique correction
Demonstration Notes
Use exaggerated movements to show differences between hard and soft touches, demonstrate at child's eye level when possible
Verbal Cues
- •'Soft touches like butterfly kisses!'
- •'Keep your ball friend close!'
- •'Gentle like you're petting a kitten!'
- •'Listen with your whole body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m area, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for ball rolling; no sharp edges or holes
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify adequate quantity of equipment for all children
Risk Management
Key Risks
- •Collisions between children during movement
- •Slips and falls when moving with balls
- •Loss of ball control leading to impacts with others
Risk Mitigation
- •Establish clear boundaries for movement areas
- •Emphasise controlled movement speeds throughout
- •Maintain adequate spacing between children
- •Regular reminders about awareness of others
- •Progressive skill building from stationary to moving
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all children
- •Monitor high-activity areas during games
- •Watch for signs of frustration or unsafe behaviour
- •Ensure children follow gentle touch principles
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required