Lesson 6 - Advanced Ball Dribbling Control
Object Control & Coordination
•Year 1
•Ball Skills
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How can we develop confident ball control whilst moving and staying aware of our surroundings?
Learning Objectives
- Develop consistent ball dribbling technique using fingers
- Maintain control whilst moving around obstacles and other students
- Demonstrate awareness of space and other students whilst dribbling
Key Outcomes
- Students will dribble a ball with one hand showing improved control
- Students will move around whilst dribbling without losing the ball
- Students will demonstrate spatial awareness during ball control activities
Equipment & Resources Required
Place balls in container at edge of activity area for easy access
Alternative: Large tennis balls, small basketballs, playground balls
Scattered throughout central area for target practice activity
Alternative: Small cones, bean bags, coloured paper plates
Positioned around perimeter and 10m distances for relay activities
Alternative: Tall markers, equipment stands, chairs
Key Vocabulary
Bouncing a ball continuously using fingertips to push it down
The tips of your fingers used to control the ball, not your palm
Keeping the ball close to your body and not letting it bounce away
The height where the ball should return to - level with your middle
Looking forward whilst dribbling, not down at the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball catching and throwing skills
- Understanding of personal space
- Ability to follow simple movement instructions
Current Skills
- Finger control for ball dribbling
- Maintaining ball control whilst moving
- Spatial awareness during ball activities
Next Steps
- Dribbling with both hands alternately
- Advanced ball control in game situations
- Passing accurately to partners whilst moving
Milestone Indicators
Key Teaching Points
- Always use fingertips, never palms, when pushing the ball down
- Allow ball to return to waist height before next push - this gives control
- Keep head up when dribbling to maintain spatial awareness and safety
- Ball should stay close to the body, not bounce away during movement
- Start slowly and build up speed only when control is established
- Practice makes progress - celebrate improvement not just perfection
- Partner work develops cooperation and peer learning opportunities
Common Misconceptions
- Using palm instead of fingertips - reduces control and causes irregular bouncing
- Pushing ball too hard causing it to bounce too high - makes next bounce difficult
- Looking down at ball when moving - creates safety risks and reduces spatial awareness
- Trying to move too fast before establishing control - leads to losing the ball
- Thinking dribbling is easy and not focusing on technique - prevents skill development
SEN Adaptations
ADHD
- Break activities into shorter segments, provide clear movement boundaries, use frequent positive reinforcement
dyspraxia
- Use larger balls for easier handling, slow down instruction pace, provide hand-over-hand guidance for technique
autism spectrum
- Provide clear routine structure, use visual schedule for lesson sections, allow quiet space if overstimulated
visual impairment
- Use brightly coloured balls, provide verbal descriptions of all movements, assign sighted partner for guidance
hearing impairment
- Use clear visual demonstrations, written instruction cards, hand signals for stop/start commands
physical disability
- Adapt to seated position with table-top bouncing, use larger/softer balls, modify distances as needed
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary to explain technique, peer discussions about performance
Maths
Counting bounces, measuring distances in relays, timing activities and comparing results
Science
Forces and motion in ball bouncing, gravity effects on ball return, hand-eye coordination development
PSHE
Working cooperatively with partners, showing perseverance when skills are challenging, celebrating others' achievements
Teacher Guidance
Positioning
Move around activity area perimeter for maximum visibility of all students
Observation Focus
Watch for fingertip technique, head position, and ball control consistency
Intervention Points
Step in when students revert to palm dribbling or lose spatial awareness
Demonstration Notes
Show exaggerated fingertip pushing motion, contrast correct vs incorrect technique clearly
Verbal Cues
- •'Fingertips only, no palms!'
- •'Head up to see your friends!'
- •'Waist height bounce - not too high!'
- •'Keep that ball close to your body!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 10m clear space, preferably school hall or playground
Surface Check
Dry, flat surface free from obstacles, suitable for ball bouncing
Equipment Safety
Safety Checks
- •Balls appropriately sized for Year 1 hands (medium playground balls)
- •Floor spots securely placed and slip-resistant
- •Cones stable and positioned away from movement paths
Risk Management
Key Risks
- •Ball bouncing into faces
- •Collisions during movement activities
- •Slips and trips over equipment
- •Overexertion during continuous dribbling
Risk Mitigation
- •Clear instructions about controlled ball bouncing height
- •Adequate spacing maintained between all students
- •Equipment positioned safely around activity perimeter
- •Regular rest breaks and technique reminders
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight of all students during activities
- •Monitor ball control technique to prevent dangerous bouncing
- •Watch for student fatigue during sustained dribbling activities
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact school office if serious injury occurs