Lesson 6 - Dribbling and Ball Control
Movement & Ball Skills Play
•Reception
•Invasion Games
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we use our feet to control a ball and move safely around others?
Learning Objectives
- To develop basic ball control using feet
- To learn how to trap a moving ball effectively
- To apply attacking and defending skills in simple game situations
Key Outcomes
- Students will demonstrate improved control when dribbling with feet
- Students will show understanding of spatial awareness when moving with a ball
- Students will apply 'big toe, little toe' technique consistently
Equipment & Resources Required
Place around perimeter of activity area before lesson starts
Alternative: Size 3 footballs, foam balls for indoor use
Use for boundaries, zigzag course, and central collection point
Alternative: Markers, bean bags, or playground chalk lines
Mark starting positions for pair activities
Alternative: Cones, markers, or tape marks on ground
Key Vocabulary
Moving the ball along the ground using small touches with your feet
Stopping a moving ball by placing your foot on top of it
Using inside and outside of foot to control the ball's direction
Keeping the ball close to you and where you want it to go
Knowing where you are in relation to other people and objects
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic walking and running skills
- Understanding of personal space
- Following simple instructions
Current Skills
- Foot-ball contact and control
- Basic dribbling techniques
- Ball trapping skills
- Spatial awareness with equipment
Next Steps
- Passing a ball to a partner
- Receiving passes whilst moving
- Simple attacking and defending in small games
Milestone Indicators
Key Teaching Points
- Emphasise 'big toe, little toe' technique for direction changes
- Keep ball within arm's reach when dribbling
- Head up awareness essential for safety and skill development
- Ball trapping requires foot placement on top of ball
- Controlled movement is more valuable than speed
- Spatial awareness prevents collisions and improves play
- Partner cooperation builds social skills alongside physical skills
Common Misconceptions
- Faster movement equals better skill - emphasise control over speed
- Only using dominant foot - encourage both feet usage
- Looking only at ball - stress importance of head up
- Ball trapping means kicking - demonstrate stopping technique
- Competition means win at all costs - promote fair play and effort
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, regular movement breaks, frequent positive feedback
dyspraxia
- Larger, slower balls, simplified movement patterns, extra practice time, break down techniques into smaller steps
autism spectrum
- Clear routines and predictable patterns, visual schedule of activities, quiet zone available if overwhelmed
visual impairment
- Use brightly coloured balls, verbal cues for direction, buddy system for navigation, textured markers for boundaries
hearing impairment
- Visual demonstrations emphasised, hand signals for start/stop, written instruction cards, peer support
physical disability
- Seated ball control activities, larger balls for easier handling, modified trapping technique using hands if needed
Cross-Curricular Links
Maths
Counting ball touches, recognising number shapes drawn with ball, spatial concepts like directions (NESW)
Science
Understanding forces when ball moves, friction between foot and ball, balance and stability
Geography
Compass directions (North, East, South, West), spatial awareness and navigation
PSHE
Cooperation with partners, following rules, managing emotions in competitive situations, celebrating others' success
Teacher Guidance
Positioning
Stand at edge of activity area with clear view of all students, move around during partner work
Observation Focus
Ball control development, spatial awareness, cooperation skills, safety awareness
Intervention Points
Step in if students struggling with basic technique, unsafe movement, or conflicts
Demonstration Notes
Always demonstrate with actual ball, use clear verbal cues, involve students in demonstrations when possible
Verbal Cues
- •'Big toe, little toe!'
- •'Keep it close!'
- •'Head up, eyes open!'
- •'Soft touches!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 20m for Reception, indoor hall or outdoor hard surface
Surface Check
Dry, even surface free from debris and holes
Equipment Safety
Safety Checks
- •Footballs checked for correct inflation and no damage
- •Cones have no sharp edges or cracks
- •Adequate number of balls to avoid conflicts
Risk Management
Key Risks
- •Collisions between students during crossing activities
- •Falls when changing direction quickly
- •Conflicts over equipment during competitive games
Risk Mitigation
- •Clear boundaries and movement patterns established
- •Emphasis on controlled movement over speed
- •Adult supervision of competitive elements
- •Regular reminders about spatial awareness
Supervision & Emergency Procedures
Supervision Points
- •Position to see all crossing activities
- •Close monitoring during King of the Court
- •Support for students struggling with balance
Emergency Procedures
Stop activity immediately, assess injury, apply appropriate first aid, contact office if needed