Lesson 3 - Dribbling and Control with Hands
Control Through Manipulation
•Reception
•Ball Skills
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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
Place balls around perimeter of teaching area for easy collection
Alternative: Large bouncy balls, rubber playground balls
Mark boundaries and activity areas
Alternative: Markers, spots
Key Vocabulary
Bouncing the ball continuously by pushing it down with your hands
The moment when the ball starts to fall back down after bouncing up
Using gentle, controlled movements rather than hard slapping
Spreading fingers apart to create better control of the ball
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
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