Lesson 7 - Hand Dribbling Control and Coordination
Foundation Ball Control and Multi-Body Coordination
•Year 1
•Ball Skills
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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
Distributed around area perimeter, ensure all balls are properly inflated
Alternative: Basketballs, large tennis balls, or rubber playground balls
Used to mark boundaries and create activity zones
Alternative: Markers, bean bags, or chalk marks
Key Vocabulary
Bouncing a ball continuously using your hands while maintaining control
The moment when a bounced ball reaches its highest point before falling back down
The ends of your fingers used for precise ball control
Keeping the ball exactly where you want it to go
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
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