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Lesson 3 - Applying Dribbling with Control

Foundation Feet Skills and Ball Control for Young Learners

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Year 1

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Ball Skills

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45 min

Big Question

How can we keep control of our ball while moving into space away from defenders?

Learning Objectives

Apply dribbling skills with feet in game situations
Develop spatial awareness to avoid opponents
Understand the importance of ball control in games

Key Outcomes

Students will dribble with increasing control using both feet
Students will move into space to avoid defenders
Students will understand why control is important in games

Equipment & Resources Required

Softballs

1 per student (30)

Distribute around perimeter before lesson starts

Alternative: Size 3 footballs or smaller balls for better control

Cones

20-25

Scattered across space as obstacles/markers

Alternative: Bean bags, hoops, or markers

Coloured Bibs

8-10

For identifying ice monsters and sunshine players

Alternative: Different coloured bands or hats

Key Vocabulary

Dribbling

Moving the ball along the ground using your feet while keeping control

Control

Keeping the ball close and under your command

Space

An empty area where you can move safely

Defenders

Players trying to take the ball away from you

Skill Progression Pathway

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

Prior Learning

Basic ball control with feet
Understanding of personal space
Following simple game rules

Current Skills

Applying dribbling in game contexts
Moving into space awareness
Ball control under pressure

Next Steps

Dribbling with both feet confidently
Passing to teammates
More complex game situations

Milestone Indicators

Consistent ball control while moving

Tactical awareness of space

Understanding of game consequences

Key Teaching Points

Emphasise gentle touches for ball control rather than hard kicks
Connect control to keeping the ball 'within arm's reach'
Use ice monster imagery to make defensive pressure fun not scary
Praise effort and improvement over natural ability
Link spatial awareness to safety and game success
Encourage honesty about rule following
Celebrate teamwork through sunshine rescue system

Common Misconceptions

Thinking control means stopping the ball completely - explain it means the ball does what you want
Believing hard kicks show skill - demonstrate that gentle touches show true control
Assuming speed is more important than control - show how control prevents losing possession
Thinking space is just empty area - explain it's about safe, tactical positioning
Believing being tagged is failure - frame it as learning opportunity and chance to practice toe taps

SEN Adaptations

ADHD

Shorter activity bursts, clear boundaries, regular positive feedback and movement breaks

dyspraxia

Larger slower balls, simplified rules, extra practice time, focus on effort over outcome

autism spectrum

Clear visual schedule of activities, quiet zone available, consistent routine and structure

visual impairment

Use bright coloured balls, verbal descriptions of ice monster positions, buddy system with sighted partner

hearing impairment

Clear visual demonstrations, hand signals for game commands, written instruction cards

physical disability

Seated dribbling option, larger lighter balls, reduced area for wheelchair access

Cross-Curricular Links

Maths

Counting toe taps to 10, scoring system for ice monsters, spatial concepts of near and far

Science

Understanding forces when kicking ball, friction between ball and surface, body movement and exercise

Geography

Directional awareness, mapping movement around space, understanding of position and location

PSHE

Cooperation with sunshine helpers, honesty about being tagged, resilience after making mistakes

Teacher Guidance

Positioning

Move around perimeter for clear view of all students, position near ice monsters during game phases

Observation Focus

Watch for ball control development, spatial awareness, and rule following

Intervention Points

Step in if students struggle with control, break down skills for individuals, ensure fair play

Demonstration Notes

Use exaggerated movements for visibility, demonstrate both correct and incorrect techniques for comparison, involve confident students in demonstrations

Verbal Cues

•'Gentle touches!'
•'Eyes up, look for space!'
•'Keep it close!'
•'Well done, that's brilliant control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear area, indoor hall or outdoor playground

Surface Check

Dry, non-slip surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check footballs are properly inflated but not over-hard
•Ensure cones/markers have no sharp edges or damage
•Verify bibs are clean and in good condition

Risk Management

Key Risks

•Collisions between students while dribbling
•Slips and falls on unsuitable surfaces
•Ball strikes to face or body

Risk Mitigation

•Clear boundaries established and understood
•Adequate spacing maintained between activities
•Progressive skill building from static to dynamic
•Ice monsters restricted to spot positions
•Emphasis on controlled movement

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor ice monster areas for fair play
•Watch for students who may need additional support

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school first aider if required