Lesson 6 - Dribbling in Competition Games
Foundation Ball Control and Spatial Awareness Through Feet
•Reception
•Ball Skills
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How can we keep control of our ball while trying to score points against our partner?
Learning Objectives
- To develop students' dribbling skills using feet in competitive situations
- To understand the importance of ball control when moving towards targets
- To collaborate effectively with partners during turn-taking games
Key Outcomes
- Students will demonstrate improved ball control when dribbling
- Students will show understanding of spatial awareness during games
- Students will work cooperatively with partners in competitive activities
Equipment & Resources Required
Distributed around area perimeter before lesson starts
Alternative: Bean bags, large tennis balls, soft play balls
Stored in central location for easy distribution
Alternative: Bean bags, skittles, plastic bottles
Used to create 8-10 small goals around area
Alternative: Cones, hoops laid flat, chalk lines
Positioned strategically to create pathways between goals
Alternative: Spots, small cones, tape crosses on floor
For measuring 3m distances in battleships game
Alternative: Large steps, pre-marked distances
Key Vocabulary
Moving the ball forward using small touches with your feet
Keeping the ball close to you so you can decide what to do next
An area where there are no other people or obstacles
Something we aim for, like cones or goals
A person trying to stop us from reaching our target
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball familiarity - touching and moving balls with feet
- Understanding of simple rules and turn-taking
- Basic spatial awareness and moving safely in groups
Current Skills
- Developing close ball control with feet
- Understanding of space and movement patterns
- Applying dribbling skills in competitive contexts
Next Steps
- More complex dribbling patterns and combinations
- Introduction to passing to specific targets
- Working in larger groups with multiple objectives
Milestone Indicators
Key Teaching Points
- Ball control develops through small, frequent touches rather than powerful kicks
- Spatial awareness improves when students actively look for empty spaces before moving
- Cooperation skills develop through structured turn-taking and partner support
- Accuracy improves when speed is controlled and students focus on targets
- Confidence builds through progressive challenge from static to dynamic activities
- Vocabulary understanding deepens through practical application and demonstration
- Assessment opportunities exist throughout all activities, not just at the end
Common Misconceptions
- Misconception: Harder kicks make better dribbling. Correction: Gentle touches maintain control
- Misconception: Speed equals skill. Correction: Control and accuracy are more important than pace
- Misconception: Only using dominant foot is sufficient. Correction: Encourage both feet for better control
- Misconception: Competition means being unkind to opponents. Correction: Fair play and encouragement are essential
- Misconception: Perfect technique is expected immediately. Correction: Learning takes practice and patience
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear boundaries, offer frequent movement breaks and positive reinforcement
dyspraxia
- Use larger equipment, simplify movement patterns, provide additional demonstration time and practice opportunities
autism spectrum
- Provide clear visual schedule, create quiet zones for breaks, use consistent routines and predictable game structures
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of spatial arrangements, implement buddy system for guidance
hearing impairment
- Use visual demonstrations and hand signals, provide written instruction cards, ensure clear sight lines for lip reading
physical disability
- Offer seated versions using hands instead of feet, use larger/lighter balls, reduce distances and modify rules as needed
Cross-Curricular Links
Maths
Counting goals and points scored, measuring 3-metre distances, recognising cone arrangements and patterns
Science
Understanding forces applied to balls, observing cause and effect in ball movement, body movement and coordination
PSHE
Turn-taking, fair play, supporting partners, managing emotions during competition, celebrating others' success
Teacher Guidance
Positioning
Stand where all students can see demonstrations, move to periphery during activities for overview
Observation Focus
Watch for developing ball control technique, spatial awareness, and cooperative behaviour
Intervention Points
Step in when students struggle with turn-taking, safety concerns arise, or technique needs immediate correction
Demonstration Notes
Use exaggerated movements for visibility, contrast good vs poor technique, involve students in demonstrations when appropriate
Verbal Cues
- •'Gentle touches!'
- •'Keep it close!'
- •'Look for spaces!'
- •'Take turns!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor or outdoor space, clear of obstacles
Surface Check
Even, non-slip surface free from water, debris or trip hazards
Equipment Safety
Safety Checks
- •Check balls are properly inflated and free from damage
- •Ensure cones have no sharp edges or cracks
- •Verify adequate equipment quantity to avoid sharing conflicts
Risk Management
Key Risks
- •Collisions between students during active games
- •Trips over balls or cones during movement activities
- •Overexcitement leading to unsafe ball control
Risk Mitigation
- •Clear boundaries established and reinforced throughout lesson
- •Adequate spacing maintained between pairs and groups
- •Progressive skill building from static to dynamic activities
- •Clear safety rules for defender tagging established
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs during battleships
- •Actively monitor defender behaviour during through-the-goal game
- •Circulate continuously during activities to provide feedback and ensure safety
Emergency Procedures
Stop signal (whistle) for immediate attention, first aid kit accessible, clear evacuation route maintained