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Lesson 5 - Dribbling and Control

Ball Mastery & Exploration

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Reception

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Ball Skills

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40 min

Big Question

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

Balls

1 per child (30)

Pre-positioned around the area perimeter for quick collection

Alternative: Size 3 footballs, foam balls for nervous children

Cones

30 (1 per child plus extras for corners)

4 different coloured sets for corner game, remainder for individual spaces

Alternative: Bean bags, hoops, or markers

Key Vocabulary

Dribbling

Moving the ball with gentle touches using your feet

Soft touches

Gentle contact with the ball that keeps it under control

Control

Keeping the ball where you want it to go

Stopping

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

Consistent soft touches rather than hard kicks

Ball stays within arm's reach during movement

Quick response to stop commands

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