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Lesson 7 - Hand Dribbling Control and Coordination

Foundation Ball Control and Multi-Body Coordination

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Year 1

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Ball Skills

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45 min

Big Question

How can I use the 'magic moment' to control where my ball goes when dribbling?

Learning Objectives

To develop control and coordination when dribbling a ball with hands
To understand the concept of the 'magic moment' in ball bouncing
To demonstrate progressive dribbling skills from stationary to moving

Key Outcomes

Students will be able to identify the 'magic moment' when bouncing a ball
Students will show improved hand-eye coordination through controlled dribbling
Students will demonstrate the ability to dribble while moving with increasing control

Equipment & Resources Required

Balls

1 per student (30)

Distributed around area perimeter, ensure all balls are properly inflated

Alternative: Basketballs, large tennis balls, or rubber playground balls

Cones

Used to mark boundaries and create activity zones

Alternative: Markers, bean bags, or chalk marks

Key Vocabulary

Dribbling

Bouncing a ball continuously using your hands while maintaining control

Magic Moment

The moment when a bounced ball reaches its highest point before falling back down

Fingertips

The ends of your fingers used for precise ball control

Control

Keeping the ball exactly where you want it to go

Coordination

Using your eyes, hands, and body together smoothly

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic catching and throwing skills from previous ball skills units
Understanding of personal space and moving safely
Ability to follow simple instructions and demonstrations

Current Skills

Hand dribbling technique using fingertips
Understanding of the 'magic moment' concept
Progressive skill development from stationary to moving dribbling

Next Steps

More advanced dribbling patterns and combinations
Dribbling with both hands alternately
Incorporating dribbling into simple games and challenges

Milestone Indicators

Consistent ball control using fingertips rather than palms

Ability to maintain dribbling rhythm while moving

Quick response to stopping and starting commands

Key Teaching Points

Use fingertips not palms for better ball control and less noise
The 'magic moment' is the key to understanding when to push the ball down
Control is more important than speed when learning dribbling
Keep the ball close to your body for better control
Look up occasionally while dribbling to maintain spatial awareness
Perseverance is essential - dribbling takes practice to master
Safety first - maintain awareness of others while moving with ball

Common Misconceptions

Thinking you need to hit the ball hard to dribble well - actually gentle fingertip control works better
Believing faster is always better - controlled slow dribbling builds better foundation skills
Assuming the ball should bounce high - keeping bounces low and controlled is more effective
Thinking you need to look at the ball constantly - developing peripheral vision helps with spatial awareness
Believing some people 'can't' learn to dribble - everyone can improve with practice and proper technique

SEN Adaptations

ADHD

Short activity segments, clear boundaries, regular movement breaks, immediate positive feedback

dyspraxia

Larger balls for easier control, simplified movements initially, extra demonstration time, patient progression

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if overwhelmed

visual impairment

Use brightly coloured balls, provide audio cues for magic moment, buddy system for navigation

hearing impairment

Visual demonstrations with exaggerated movements, hand signals for commands, written instruction cards

physical disability

Seated dribbling options, adapted balls if needed, modified space requirements

Cross-Curricular Links

English

Following instructions, new vocabulary (dribbling, coordination, control), describing movements

Maths

Counting bounces, timing intervals, understanding rhythm and patterns in dribbling

Science

Forces and motion - how pushing the ball affects its direction and speed, gravity's effect on the ball

PSHE

Perseverance when learning new skills, celebrating others' achievements, building confidence

Teacher Guidance

Positioning

Move around perimeter of activity area for optimal view of all students, position centrally for demonstrations

Observation Focus

Watch for fingertip vs palm technique, ball control level, spatial awareness, and effort levels

Intervention Points

Step in when students struggle with basic technique, provide individual support for magic moment concept

Demonstration Notes

Always demonstrate skills slowly and clearly, repeat demonstrations as needed, use students as positive examples

Verbal Cues

•'Fingertips wide like a starfish!'
•'Push, don't slap the ball!'
•'Keep it close for control!'
•'Watch for the magic moment!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or playground area, minimum 15m x 15m for class of 30

Surface Check

Clean, dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check all balls are properly inflated and free from damage
•Ensure cones have no sharp edges or cracks
•Verify balls are appropriate size for age group

Risk Management

Key Risks

•Ball-related impacts (balls hitting faces or other students)
•Slips and falls during movement activities
•Collisions between students during dribbling practice
•Strain from inappropriate bouncing technique

Risk Mitigation

•Clear boundaries established with cones
•Adequate spacing maintained between students during practice
•Emphasis on controlled movements rather than speed
•Teaching correct technique to prevent strain
•Clear stop/start signals for all activities

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all students during activities
•Monitor backward movement during 'remote control' game
•Watch for appropriate technique to prevent injury
•Ensure students maintain awareness of others during dribbling

Emergency Procedures

Clear stop signal established, first aid kit accessible, injury procedures known to all staff