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Lesson 3 - Dribbling and Control with Feet

Foundation Ball Control and Spatial Awareness Through Feet

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Reception

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Ball Skills

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45 min

Big Question

How can we keep control of our ball while moving around safely?

Learning Objectives

To develop dribbling technique using feet to move with a ball
To understand the importance of ball control and keeping the ball close
To demonstrate moving into spaces while avoiding collisions

Key Outcomes

Students will be able to dribble a ball using their feet with increasing control
Students will understand why keeping the ball close prevents opponents from gaining possession
Students will demonstrate awareness of space and ability to avoid other students

Equipment & Resources Required

Softballs

1 per student (30)

Placed around area perimeter for easy collection

Alternative: Bean bags for initial practice, tennis balls for individual work

Coloured Cones

20-25

Some for traffic lights, others scattered as police officers

Alternative: Marker discs, floor spots

Coloured Bibs

5-8

For identifying high achievers as 'wizards'

Alternative: Coloured bands or stickers

Key Vocabulary

Dribbling

Moving the ball along the ground using your feet while keeping it close

Control

Keeping the ball close to you so others cannot take it away

Space

An empty area where you can move without bumping into others

Inside of foot

The inner side of your foot used for controlled touches

Skill Progression Pathway

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

Prior Learning

Basic ball familiarity and handling
Understanding of following simple instructions
Awareness of personal space

Current Skills

Developing foot-ball coordination
Understanding ball control concepts
Spatial awareness while moving

Next Steps

Dribbling with both feet alternately
Basic passing to targets
Simple 1v1 situations

Milestone Indicators

Can dribble 5 metres without losing control

Responds quickly to stop/start commands

Shows understanding of why we keep ball close

Key Teaching Points

Always emphasise gentle touches with inside of foot for control
Encourage head up position for spatial awareness while dribbling
Connect all activities to real game situations and why control matters
Use positive language focusing on effort and improvement
Provide immediate feedback on technique and decision making
Create inclusive environment where all attempts are valued
Build from simple to complex while maintaining engagement

Common Misconceptions

Thinking harder kicks = better control (correct: gentle touches are more effective)
Believing speed is more important than control (correct: controlled slow movement beats uncontrolled fast)
Assuming only one part of foot can be used (correct: inside and outside both useful)
Thinking it's okay to use hands for ball control (correct: feet only in football)
Believing you can't help teammates (correct: teamwork and helping others is encouraged)

SEN Adaptations

ADHD

Break activities into shorter segments, provide frequent positive feedback, allow movement breaks as needed

dyspraxia

Use larger balls for easier control, reduce complexity of movements, provide extra practice time and encouragement

autism spectrum

Provide clear routine structure, offer quiet space if overwhelmed, use visual schedule for activity sequence

visual impairment

Use brightly coloured balls and equipment, provide verbal descriptions of all activities, implement buddy system for guidance

hearing impairment

Use clear visual demonstrations, hand signals for instructions, ensure student can see teacher at all times

physical disability

Modify to seated ball rolling, use larger or lighter balls, adapt distances and speeds as needed

Cross-Curricular Links

Maths

Counting star jumps in garage, recognising colours on traffic lights, understanding spatial concepts

Science

Understanding forces when moving balls, discussing body movement and energy

PSHE

Teamwork in rescue situations, honesty about rule following, building confidence and self-belief

Teacher Guidance

Positioning

Move around perimeter for optimal viewing, position centrally for demonstrations

Observation Focus

Watch for close ball control, spatial awareness, and safe movement patterns

Intervention Points

Step in when students lose control repeatedly, when safety is compromised, or when some students are not engaging

Demonstration Notes

Use exaggerated movements for visibility, involve students in demonstrations, repeat key points multiple times

Verbal Cues

•'Gentle touches!'
•'Keep it close!'
•'Look up and find space!'
•'Use the inside of your foot!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m indoor space or outdoor hard surface area

Surface Check

Non-slip surface, clear of obstacles, appropriate for ball rolling

Equipment Safety

Safety Checks

•Check balls are properly inflated and not damaged
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and appropriately sized

Risk Management

Key Risks

•Collisions between students during dribbling
•Trips and falls over balls or equipment
•Overexertion during active games

Risk Mitigation

•Establish clear movement boundaries
•Emphasise controlled speeds throughout
•Regular reminders about spatial awareness
•Appropriate student-to-space ratios

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor rescue attempts during police officer game
•Watch for appropriate intensity during wicked witches

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid if needed, have emergency contacts readily available