⚪

Lesson 4 - Dribbling and Control

Foundation Ball Control and Multi-Body Coordination

•

Year 1

•

Ball Skills

•

45 min

Big Question

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

Balls

1 per student (30)

Distributed around area perimeter before lesson

Alternative: Tennis balls, foam balls for easier control

Cones

Scattered around teaching area for navigation practice

Alternative: Bean bags, markers, spots

Key Vocabulary

Dribbling

Moving the ball along the ground using your feet

Control

Keeping the ball close and where you want it

Soft touches

Gentle pushes of the ball, not hard kicks

Parts of foot

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

Consistent soft touches on the ball

Ability to stop quickly when called

Keeping ball within arm's reach while moving

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