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Lesson 5 - Dribbling and Control

Control Through Manipulation

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Reception

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Ball Skills

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40 min

Big Question

How can we keep a ball close to our feet while moving around safely?

Learning Objectives

To develop dribbling a ball with feet using controlled touches
To demonstrate spatial awareness while moving with a ball
To show coordination between feet and ball movement

Key Outcomes

Students will dribble a ball using different parts of their feet
Students will demonstrate stopping and starting with ball control
Students will move safely around others while dribbling

Equipment & Resources Required

Balls

1 per child (30)

Distributed around perimeter of teaching area before lesson

Alternative: Size 3 footballs, soft play balls, bean bags for adapted version

Cones

Used for boundaries and identifying taggers

Alternative: Markers, hoops, or chalk circles

Key Vocabulary

Dribbling

Moving the ball along the ground using your feet

Control

Keeping the ball exactly where you want it

Soft touches

Gentle taps that don't send the ball far away

Space

Empty areas where you can move safely

Statue

Standing completely still like a statue in a park

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic walking and running movements
Simple ball handling with hands
Following simple instructions
Understanding stop and start commands

Current Skills

First touches with feet on a ball
Coordinating foot movements with ball control
Moving in different directions with a ball
Stopping a moving ball with feet

Next Steps

Dribbling through obstacles and courses
Passing the ball to others
Simple games involving ball skills
More advanced foot control techniques

Milestone Indicators

Ball stays within arm's reach while moving

Can stop ball on command without using hands

Shows confidence in movement with ball

Demonstrates awareness of others while dribbling

Key Teaching Points

Emphasise 'soft touches' throughout - this is the foundation of good ball control
Ensure children understand stopping technique using foot on top of ball
Constantly reinforce spatial awareness and looking up while moving
Progress speed only when control is established at slower pace
Use positive encouragement to build confidence with new skill
Connect safety concepts to real-world applications
Celebrate effort and improvement rather than perfection

Common Misconceptions

Children think harder kicks give better control - emphasise gentle touches
Belief that looking at ball constantly is necessary - teach importance of looking up
Assumption that faster movement means better skill - reinforce control over speed
Misunderstanding that only toes should touch ball - demonstrate using inside and outside of foot
Thinking that hands can be used to help - establish feet-only rule from beginning

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, allow movement breaks as needed

dyspraxia

Use larger equipment, provide extra demonstration time, allow additional practice, focus on one skill at a time

autism spectrum

Provide clear routine and structure, offer quiet space if overwhelmed, use visual schedule of activities

visual impairment

Use brightly coloured balls, provide verbal descriptions of movements, assign sighted buddy for pair activities

hearing impairment

Use clear visual demonstrations, hand signals for stop/start, ensure child can see teacher's face for lip reading

physical disability

Allow seated dribbling using hands if needed, provide larger/softer balls, adapt distances and speeds

Cross-Curricular Links

Science

Understanding forces when ball is kicked, exploring different surfaces, observing cause and effect in ball movement

PSHE

Cooperation during pair work, taking turns as leader and follower, showing respect for others' space and equipment

Teacher Guidance

Positioning

Stand at edge of teaching area with clear view of all children, move around to provide individual support

Observation Focus

Watch for ball control development, spatial awareness, cooperative behaviour, and safety

Intervention Points

Step in when children lose control of balls, when unsafe movement occurs, or when children need encouragement

Demonstration Notes

Always demonstrate skills slowly and clearly, use exaggerated movements for visibility, repeat demonstrations as needed

Verbal Cues

•'Soft touches like stroking a cat'
•'Ball stays close enough to pick up'
•'Look up to find your space'
•'Gentle touches, gentle touches'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 20m clear area, indoor hall or outdoor playground

Surface Check

Dry, even surface free from stones, holes, or slippery patches

Equipment Safety

Safety Checks

•Check balls are properly inflated but not over-inflated
•Ensure balls are appropriate size for Reception children
•Verify no damage to ball surfaces that could cause injury

Risk Management

Key Risks

•Collisions between children while dribbling
•Slips and falls when stopping or changing direction
•Loss of balance when placing foot on ball
•Ball strikes if children kick too hard

Risk Mitigation

•Clear boundaries established with adequate space
•Emphasis on controlled movement and soft touches
•Progressive skill building from stationary to moving
•Constant reinforcement of spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all children
•Monitor high-activity areas during pair work
•Watch for children who may be struggling with balance
•Intervene quickly if rough play or unsafe behaviour observed

Emergency Procedures

Stop all activity immediately, assess any injury, provide appropriate first aid, contact emergency services if required