Lesson 5 - Dribbling Against an Opponent
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
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How can we keep control of our ball when trying to reach a target?
Learning Objectives
- Develop basic dribbling skills using feet
- Understand the concept of ball control
- Practice taking turns and fair play
Key Outcomes
- Students will demonstrate improved ball control when dribbling
- Students will understand why we keep the ball close when moving
- Students will show fairness by taking turns and congratulating partners
Equipment & Resources Required
Start with students holding their ball
Alternative: Bean bags, tennis balls for beginners
3 cones per student arranged in triangle
Alternative: Plastic bottles, bean bags
Placed between partners as defenders
Alternative: Hoops, poly spots
Key Vocabulary
Moving the ball with your feet while keeping it close
Keeping the ball close so you can decide where it goes
The three cones we try to hit - like sinking ships
Markers on the ground that we must avoid
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Can kick a ball forwards
- Can move with a ball using feet
- Understands basic turn-taking
Current Skills
- Dribbling with control
- Aiming accurately at targets
- Understanding ball control concepts
Next Steps
- Dribbling around moving defenders
- Change of direction while dribbling
- Dribbling under pressure
Milestone Indicators
Key Teaching Points
- Ball control means keeping the ball close enough to decide where it goes
- Inside of foot provides the best control for dribbling
- Slower, controlled movement is more effective than rushing
- Taking turns and encouraging partners shows good sportsmanship
- Obstacles require patience and planning, not speed
- Accuracy comes from control, not power
- Every pirate captain needs to practice to improve their skills
Common Misconceptions
- Faster movement will help hit targets more easily - correct by emphasising control over speed
- Only the dominant foot should be used - encourage use of both feet
- Kicking hard will be more accurate - demonstrate how gentle touches improve control
- It's better to go straight through obstacles - show how going around maintains control
- Making mistakes means you're not good at it - frame as learning opportunities
SEN Adaptations
ADHD
- Shorter activity bursts with frequent breaks, clear physical boundaries, immediate positive feedback
dyspraxia
- Larger, slower balls, simplified obstacle courses, extra demonstration time, peer buddy support
autism spectrum
- Clear visual sequence cards, consistent routine structure, quiet retreat space available if overwhelmed
visual impairment
- Use bright coloured balls and cones, verbal descriptions of setup, buddy system for guidance
hearing impairment
- Visual demonstrations emphasised, clear hand signals for turns, written rule cards available
physical disability
- Seated rolling version, adapted equipment size, modified distances, alternative targets
Cross-Curricular Links
Maths
Counting battleships hit, recognising triangle shapes, measuring distances between partners
Science
Understanding forces when kicking ball, friction between ball and ground, cause and effect
Geography
Directional language (towards, around, between), spatial awareness and positioning
PSHE
Turn-taking, fairness, cooperation with partners, celebrating others' success
Teacher Guidance
Positioning
Move between pairs, positioning at corner to see multiple groups, stay mobile for individual support
Observation Focus
Watch for ball control improvement, accurate aim, fair turn-taking, positive social interaction
Intervention Points
Step in if students not taking turns, if ball control becomes unsafe, if equipment setup incorrect
Demonstration Notes
Demonstrate: Use exaggerated movements for visibility, show common mistakes vs correct technique, use pirate language to maintain engagement
Verbal Cues
- •'Gentle touches keep it close!'
- •'Inside of foot for control!'
- •'Take your time, aim carefully!'
- •'Well done for taking turns!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 15m clear area for multiple pairs
Surface Check
Dry, even surface free from obstacles and debris
Equipment Safety
Safety Checks
- •Check balls properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Flat markers only to prevent tripping
Risk Management
Key Risks
- •Collisions between students when dribbling
- •Tripping over equipment or markers
- •Loss of ball control leading to balls rolling into others
Risk Mitigation
- •Clear boundaries established for each pair
- •Adequate spacing between playing areas
- •Turn-taking enforced to prevent simultaneous movement
- •Markers placed flat on ground
- •Regular equipment checks during activity
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all pairs simultaneously
- •Move between pairs to monitor technique and safety
- •Watch for signs of frustration or unsafe behaviour
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, remove hazards promptly