Lesson 3 - Dribbling and Control with Feet
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
•Start Planning Better PE Lessons
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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
Placed around area perimeter for easy collection
Alternative: Bean bags for initial practice, tennis balls for individual work
Some for traffic lights, others scattered as police officers
Alternative: Marker discs, floor spots
For identifying high achievers as 'wizards'
Alternative: Coloured bands or stickers
Key Vocabulary
Moving the ball along the ground using your feet while keeping it close
Keeping the ball close to you so others cannot take it away
An empty area where you can move without bumping into others
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
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