Lesson 5 - Dribbling and Control
Control Through Manipulation
•Reception
•Ball Skills
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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
Distributed around perimeter of teaching area before lesson
Alternative: Size 3 footballs, soft play balls, bean bags for adapted version
Used for boundaries and identifying taggers
Alternative: Markers, hoops, or chalk circles
Key Vocabulary
Moving the ball along the ground using your feet
Keeping the ball exactly where you want it
Gentle taps that don't send the ball far away
Empty areas where you can move safely
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
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