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Lesson 5 - Dribbling Against an Opponent

Foundation Ball Control and Spatial Awareness Through Feet

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Reception

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Ball Skills

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30 min

Big Question

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

Softballs

1 per student (15)

Start with students holding their ball

Alternative: Bean bags, tennis balls for beginners

Cones

6 per pair (90 total)

3 cones per student arranged in triangle

Alternative: Plastic bottles, bean bags

Sun Markers

4-6 per pair (60 total)

Placed between partners as defenders

Alternative: Hoops, poly spots

Key Vocabulary

Dribbling

Moving the ball with your feet while keeping it close

Control

Keeping the ball close so you can decide where it goes

Battleships

The three cones we try to hit - like sinking ships

Defenders

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

Keeps ball within arm's reach while moving

Successfully hits 2 out of 3 targets

Shows understanding of control concept

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