Lesson 4 - Baton Dribbling and Control
Playful Object Control Skills
•Reception
•Manipulation & Coordination
•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 a baton to keep a ball under control while moving through space?
Learning Objectives
- Use a baton to dribble a ball with control and coordination
- Combine steering movements with bilateral coordination
- Demonstrate spatial awareness while moving with equipment
Key Outcomes
- Students will be able to dribble a ball using both hands alternately
- Students will move safely through space while maintaining ball control
- Students will understand the difference between dribbling and pushing the ball
Equipment & Resources Required
Distributed around activity area perimeter for easy collection
Alternative: Wooden spoons, plastic cricket bats, or foam paddles
Placed next to batons for quick equipment collection
Alternative: Bean bags, large tennis balls, or sponge balls
Used for Rolling Rocks starter game
Alternative: Playground balls or foam balls
Set up as targets at back of each team area
Alternative: Plastic bottles, skittles, or bean bags
Distributed around space to create 8 distinct zones
Alternative: Coloured hoops, mats, or markers
For Rolling Rocks team game identification
Alternative: Coloured bands or simple team identification
Key Vocabulary
A short stick used to control and move a ball
Keeping the ball moving by gently tapping it with the baton
Keeping the ball close to you and where you want it to go
Using both sides of your body (left and right hands)
Empty areas where you can move safely without bumping others
Guiding the ball in the direction you want it to go
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous units
- Understanding of personal space and movement
- Ability to follow simple instructions and rules
Current Skills
- Baton control and manipulation
- Bilateral coordination development
- Steering and directional control
Next Steps
- Advanced baton skills with obstacles
- Partner work with batons
- Introduction to striking skills
Milestone Indicators
Key Teaching Points
- Baton held with fingers wrapped around handle, comfortable grip
- Ball stays close to body - within arm's reach during movement
- Gentle touches rather than hard hits - use wrist action for control
- Eyes up regularly to check space and avoid collisions
- Both hands need practice - acknowledge individual preferences
- Speed comes after control - start slowly and build confidence
- Persistence is valued - mistakes are part of learning process
Common Misconceptions
- Harder hits make better control - actually gentle touches give more control
- Only one hand needs to work - both sides of body benefit from practice
- Fast movement shows better skill - controlled slow movement demonstrates real mastery
- Perfect technique required immediately - skill develops gradually through practice
- Everyone should be same level - individual differences in coordination are normal
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular positive feedback and movement breaks
dyspraxia
- Larger equipment, simplified movements, additional practice time, step-by-step demonstrations
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet zones available if overwhelmed
visual impairment
- Use brightly coloured balls and batons, provide verbal descriptions of movement, assign sighted buddy
hearing impairment
- Use visual signals for zone changes, demonstrate all techniques clearly, provide written instructions
physical disability
- Adapted batons with larger grips, seated dribbling options, modified circuit distances
Cross-Curricular Links
Maths
Counting ball touches, recognising left and right, understanding spatial concepts
Science
Exploring forces through gentle and hard touches, understanding how objects move
Geography
Following directions to coloured zones, understanding spatial relationships
PSHE
Persistence when facing challenges, celebrating individual differences in hand preference
Teacher Guidance
Positioning
Move around space perimeter for visibility, central position during demonstrations
Observation Focus
Watch for safe baton handling, ball control progression, bilateral coordination development
Intervention Points
Step in if unsafe equipment use, students getting frustrated, or moving too fast for control
Demonstration Notes
Show clear contrast between correct and incorrect techniques, emphasise effort over perfection
Verbal Cues
- •'Gentle touches, not big hits!'
- •'Keep that ball close to you!'
- •'Eyes up to find your space!'
- •'Switch hands when you're ready!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Indoor hall minimum 15m x 20m or outdoor playground area with clear boundaries
Surface Check
Non-slip surface essential due to balls on ground - check for wet areas
Equipment Safety
Safety Checks
- •Check batons have no sharp edges or splinters
- •Ensure balls are properly inflated and not over-hard
- •Verify cones are stable and appropriate height
Risk Management
Key Risks
- •Collision between students during movement activities
- •Tripping over loose balls or equipment
- •Eye injury from poorly controlled batons
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing enforced during baton use
- •Progressive skill building from stationary to moving
- •Constant supervision during equipment use
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during baton activities
- •Monitor circuit areas for safe equipment use
- •Watch for students moving too fast for their control level
Emergency Procedures
Stop activity immediately if safety concern, clear equipment, appropriate first aid response