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Lesson 4 - Baton Dribbling and Control

Playful Object Control Skills

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Reception

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Manipulation & Coordination

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45 min

Big Question

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

Batons

1 per student (30)

Distributed around activity area perimeter for easy collection

Alternative: Wooden spoons, plastic cricket bats, or foam paddles

Softballs

1 per student (30)

Placed next to batons for quick equipment collection

Alternative: Bean bags, large tennis balls, or sponge balls

Large Soft Balls

6-8 balls

Used for Rolling Rocks starter game

Alternative: Playground balls or foam balls

Cones

20 cones (10 per team)

Set up as targets at back of each team area

Alternative: Plastic bottles, skittles, or bean bags

Coloured Cones

8 sets of different colours

Distributed around space to create 8 distinct zones

Alternative: Coloured hoops, mats, or markers

Bibs

15 of each colour

For Rolling Rocks team game identification

Alternative: Coloured bands or simple team identification

Key Vocabulary

Baton

A short stick used to control and move a ball

Dribbling

Keeping the ball moving by gently tapping it with the baton

Control

Keeping the ball close to you and where you want it to go

Bilateral

Using both sides of your body (left and right hands)

Space

Empty areas where you can move safely without bumping others

Steering

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

Can maintain ball contact for extended periods

Shows clear preference and competence switching between hands

Demonstrates understanding of space and speed control

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