Lesson 4 - Dribbling and Control
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
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How can we keep control of our ball while moving through spaces like skilled footballers?
Learning Objectives
- To understand what dribbling means and why it's important in games
- To develop ball control using different parts of the feet
- To learn how to move into spaces while keeping the ball close
Key Outcomes
- Students will demonstrate basic dribbling technique with increasing control
- Students will understand the importance of keeping the ball close when near defenders
- Students will show they can move into empty spaces while controlling a ball
Equipment & Resources Required
Distribute around playing area perimeter
Alternative: Large tennis balls, bean bags for initial practice
Set up 8-10 goals (gates) and 15-20 defenders across space
Alternative: Marker discs, bean bags
For identifying student defenders in advanced activity
Alternative: Coloured bands, different coloured t-shirts
Key Vocabulary
Moving the ball with your feet while keeping it under control
Keeping the ball close and where you want it to be
Empty areas on the playing field where there are no other players
A player trying to stop you from keeping the ball or scoring
The target you're trying to reach to score points
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of kicking a ball
- Can follow simple movement instructions
- Understands concept of personal space
Current Skills
- Ball control and dribbling technique
- Spatial awareness and movement
- Understanding of game tactics
Next Steps
- More advanced dribbling techniques
- Passing and receiving skills
- Small-sided games with multiple objectives
Milestone Indicators
Key Teaching Points
- Keep the ball close using gentle touches with inside of foot
- Look up regularly to see space and avoid obstacles
- Use small steps when dribbling for better control
- Speed up in open space, slow down near defenders
- Practice with both feet but develop confidence with dominant foot first
- Understand that control is more important than speed
- Apply fair play and gentle contact in all activities
Common Misconceptions
- Misconception: 'Kicking harder makes you better' - Correction: Emphasise gentle control over power
- Misconception: 'Only use your strong foot' - Correction: Encourage trying both feet for better skills
- Misconception: 'Defenders should try to hurt you' - Correction: Explain gentle tagging and fair play
- Misconception: 'Fastest player always wins' - Correction: Show how control and planning beat speed
- Misconception: 'It doesn't matter where the ball goes' - Correction: Demonstrate importance of ball placement
SEN Adaptations
ADHD
- Shorter activity bursts, clear visual boundaries, fidget tools available during discussion
dyspraxia
- Larger equipment, simplified instructions, extra practice time, physical guidance
autism spectrum
- Clear visual schedule, quiet corner available, consistent routines and language
visual impairment
- Use bright yellow balls, verbal descriptions of setup, buddy system for navigation
hearing impairment
- Visual demonstrations, hand signals for start/stop, written instruction cards
physical disability
- Seated dribbling option, larger/softer balls, modified goals at wheelchair height
Cross-Curricular Links
Science
Understanding of forces when kicking, balance and coordination, effect of exercise on heart rate
Geography
Directional language (left, right, forward, back), spatial awareness and mapping movement paths
PSHE
Taking turns, following rules, managing emotions when tagged, celebrating others' success
Teacher Guidance
Positioning
Stand at corners or edges for maximum visibility, move during activities to provide individual feedback
Observation Focus
Watch for ball control improvement, spatial awareness development, and safe play
Intervention Points
Step in when students lose control repeatedly, when safety is compromised, or when students need encouragement
Demonstration Notes
Always demonstrate slowly first, exaggerate key points, use students as positive examples when appropriate
Verbal Cues
- •'Soft touches!'
- •'Look up and find space!'
- •'Keep it close like a friend!'
- •'Gentle tags only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m, indoor hall or outdoor hard surface
Surface Check
Dry, even surface free from hazards, non-slip if indoors
Equipment Safety
Safety Checks
- •Footballs properly inflated but not hard
- •Cones with no sharp edges or points
- •Bibs clean and appropriate size
Risk Management
Key Risks
- •Slips and falls on wet surfaces
- •Collisions between students
- •Ball strikes to face or body
- •Tripping over equipment
Risk Mitigation
- •Clear boundaries established and explained
- •Adequate spacing maintained throughout
- •Gentle contact rules enforced
- •Progressive skill building from static to dynamic
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Move around during activities to monitor closely
- •Watch defender areas for appropriate contact
Emergency Procedures
Stop activity immediately on safety concern, assess student welfare, apply first aid if trained, seek additional help if needed