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Lesson 3 - Dribbling and Control with Hands

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 use the 'magic moment' to control a bouncing ball?

Learning Objectives

To develop hand dribbling skills with control and coordination
To understand the concept of the 'magic moment' in ball bouncing
To safely navigate space while moving with a ball

Key Outcomes

Students will demonstrate controlled hand dribbling on the spot and while moving
Students will identify and use the 'magic moment' to maintain ball control
Students will show improved hand-eye coordination through ball handling activities

Equipment & Resources Required

Balls

30 (1 per child)

Place balls around perimeter of teaching area for easy collection

Alternative: Large bouncy balls, rubber playground balls

Cones

8-10

Mark boundaries and activity areas

Alternative: Markers, spots

Key Vocabulary

Dribbling

Bouncing the ball continuously by pushing it down with your hands

Magic Moment

The moment when the ball starts to fall back down after bouncing up

Soft Hands

Using gentle, controlled movements rather than hard slapping

Wide Fingers

Spreading fingers apart to create better control of the ball

Control

Keeping the ball where you want it to go

Skill Progression Pathway

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

Prior Learning

Basic ball handling with two hands
Following simple movement commands
Understanding of personal space

Current Skills

Hand dribbling techniques
Ball control awareness
Moving with equipment safely

Next Steps

Advanced dribbling patterns
Ball skills in small games
Introduction to team ball activities

Milestone Indicators

Consistent ball contact during dribbling

Smooth movement while maintaining ball control

Quick response to stop/start commands

Key Teaching Points

The magic moment is when the ball starts to fall back down after bouncing up
Soft hands create better control than hard slapping movements
Wide fingers provide better grip and control of the ball
Watching the ball constantly is essential for successful catching and dribbling
Small, controlled movements are more effective than fast, uncontrolled actions
Spatial awareness keeps everyone safe during movement activities
Practice and persistence lead to improvement in ball skills

Common Misconceptions

Harder pushing makes better dribbling - correct with gentle, controlled movements
Looking away from ball won't matter - emphasise constant visual tracking
Fast movements are always better - teach that control beats speed
One hand is easier than two - explain why two hands provide better control
The magic moment is when ball hits ground - clarify it's when ball starts falling

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and expectations, use movement breaks, offer fidget ball during sitting activities

dyspraxia

Use larger equipment, slow down demonstrations, provide additional practice time, break skills into smaller steps, offer hand-over-hand guidance

autism spectrum

Provide clear visual schedule of activities, offer quiet break space if needed, use consistent language and routines, prepare for activity transitions

visual impairment

Use brightly coloured or textured balls, provide verbal descriptions of movements, allow tactile exploration of equipment, pair with sighted buddy

hearing impairment

Use visual cues and hand signals for commands, provide written instruction cards with pictures, ensure child can see teacher's face for lip reading

physical disability

Provide larger/lighter balls as needed, allow seated variations, modify movements for individual abilities, use adaptive equipment if available

Cross-Curricular Links

Science

Forces and motion, gravity effects on balls, cause and effect relationships, materials and their properties

PSHE

Building confidence, perseverance with challenges, celebrating success, supporting classmates, managing emotions

Teacher Guidance

Positioning

Move around the space to observe all children, position at corners for maximum visibility during activities

Observation Focus

Watch for ball control development, spatial awareness, listening skills, and social interactions

Intervention Points

Step in when children struggle with timing, lose ball control, or show unsafe movement patterns

Demonstration Notes

Always demonstrate at child's eye level, use exaggerated movements for clarity, emphasise key teaching points through repetition

Verbal Cues

•'Soft hands like patting a puppy!'
•'Watch for the magic moment!'
•'Small steps, big control!'
•'Eyes on the ball like a hawk!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 15m x 20m clear space

Surface Check

Non-slip surface, free from obstacles, adequate cushioning for ball bouncing

Equipment Safety

Safety Checks

•Check all balls are properly inflated but not over-inflated
•Ensure balls are appropriate size for Reception children
•No damaged or cracked balls in use

Risk Management

Key Risks

•Ball collisions between children
•Slips and falls during movement activities
•Children moving into each other during backwards movement
•Over-excitement leading to loss of control

Risk Mitigation

•Clear boundaries established with cones or markers
•Adequate spacing between children (minimum 2m apart)
•Controlled movement speeds emphasised throughout
•Clear stop signals practiced in warm-up
•Backwards movement done slowly with awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all children
•Move around space to monitor individual technique
•Extra attention during backwards and fast-forward movements
•Monitor for fatigue and provide rest breaks

Emergency Procedures

Immediate stop signal if unsafe behaviour observed, first aid trained staff available, clear evacuation routes maintained