Lesson 4 - Dribbling and Control
Foundation Ball Control and Multi-Body Coordination
•Year 1
•Ball Skills
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How can we keep the ball as our friend by using gentle touches?
Learning Objectives
- To develop basic dribbling technique using different parts of the foot
- To demonstrate control when moving with a ball
- To apply dribbling skills in simple game situations
Key Outcomes
- Students will be able to dribble a ball using soft touches
- Students will demonstrate basic ball control techniques
- Students will show understanding of keeping the ball close
Equipment & Resources Required
Distributed around area perimeter before lesson
Alternative: Tennis balls, foam balls for easier control
Scattered around teaching area for navigation practice
Alternative: Bean bags, markers, spots
Key Vocabulary
Moving the ball along the ground using your feet
Keeping the ball close and where you want it
Gentle pushes of the ball, not hard kicks
Inside, outside, sole, and toe areas of the foot
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling with hands
- Following simple movement instructions
- Understanding of personal space
Current Skills
- Basic foot-ball contact
- Stopping and starting with the ball
- Simple dribbling movements
Next Steps
- Dribbling with change of direction
- Passing to a partner
- Simple football games
Milestone Indicators
Key Teaching Points
- Soft touches are the key to ball control - demonstrate the difference between gentle pushes and hard kicks
- Keep the ball within arm's reach at all times when dribbling
- Use different parts of the foot for different situations - inside for control, outside for direction changes
- Look up regularly to see where you're going and avoid collisions
- Patience and practice are essential - everyone learns at their own pace
- Encourage honesty and fair play in all game situations
- Build confidence through achievable challenges and positive reinforcement
Common Misconceptions
- Students think they need to kick the ball hard to move it - emphasise gentle pushes work better
- Many believe they should only use their toes - teach that inside and outside of foot are more effective
- Some think fast movement equals good dribbling - show that control is more important than speed
- Students may think they can't improve if they find it difficult initially - reinforce that everyone can get better with practice
- Many focus only on the ball - teach the importance of looking up and around
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular movement breaks, positive reinforcement
dyspraxia
- Larger balls for easier control, simplified movements, extra practice time, step-by-step breakdown
autism spectrum
- Clear routine structure, visual timetable of activities, quiet zone available if needed
visual impairment
- Use brightly coloured balls, clear verbal cues for all activities, buddy system for navigation
hearing impairment
- Visual demonstrations, hand signals for stop/start, written instruction cards
physical disability
- Seated ball rolling activities, larger/softer balls, modified distances and targets
Cross-Curricular Links
English
Following instructions, using descriptive language about movement
Maths
Counting toe taps, estimating distances to cones, timing activities
Science
Understanding forces - gentle vs hard pushes, friction between ball and ground
PSHE
Perseverance with difficult skills, honesty in games, helping others
Teacher Guidance
Positioning
Move around perimeter to observe all students, position centrally for demonstrations
Observation Focus
Watch for soft touches, ball proximity, and student engagement levels
Intervention Points
Step in if students struggling with basic control or showing frustration
Demonstration Notes
Use exaggerated movements so all students can see clearly, always demonstrate slowly first
Verbal Cues
- •'Soft touches keep the ball close!'
- •'Look up to see where you're going!'
- •'Well done for keeping trying!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m area, suitable for 30 students with balls
Surface Check
Flat, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Confirm adequate ball-to-student ratio
Risk Management
Key Risks
- •Collisions between students during movement
- •Slips and falls when chasing balls
- •Ball strikes to face or body
Risk Mitigation
- •Establish clear boundaries for movement
- •Teach and reinforce stop signal with ball
- •Emphasise controlled movement speeds
- •Ensure adequate spacing between students
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor intensity levels in Sharks game
- •Watch for fatigue or frustration signs
Emergency Procedures
Stop all activity immediately if injury occurs, assess situation, apply appropriate first aid, arrange further help if needed