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Lesson 1 - Ball Control and Dribbling

Object Control & Coordination

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Year 1

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Ball Skills

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58 min

Big Question

How can we control a ball with our feet and keep it close to us while moving?

Learning Objectives

Develop basic football dribbling skills using 'big toe, little toe' technique
Learn to trap and control a ball with the foot
Practice sending and receiving a ball with a partner

Key Outcomes

Students will demonstrate confident ball control whilst moving
Students will show accurate trapping technique with foot placement
Students will work cooperatively with a partner in ball skill activities

Equipment & Resources Required

Medium-Sized Balls

1 per student (30)

Place around perimeter before lesson starts

Alternative: Size 3 footballs, foam balls for confidence

Dish Cones

20-30 mixed colours

Scatter around main activity area

Alternative: Hoops, markers, bean bags

Cones

15 (1 per pair)

Place around hall perimeter

Alternative: Bean bags, floor spots

Key Vocabulary

Dribbling

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

Trapping

Stopping a moving ball by placing your foot on top of it

Big toe, little toe

A dribbling technique using alternating touches with inside and outside of the same foot

Passing

Sending the ball to a teammate using a controlled kick

Skill Progression Pathway

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

Prior Learning

Basic understanding of using feet to move objects
Ability to walk and run with control
Awareness of personal space

Current Skills

Foot placement for ball control
'Big toe, little toe' dribbling pattern
Basic passing and trapping techniques

Next Steps

Dribbling around obstacles
More complex passing patterns
Introduction to simple games with rules

Milestone Indicators

Consistent contact with ball during dribbling

Successful ball trapping without hands

Effective partner cooperation

Key Teaching Points

'Big toe, little toe' alternating dribbling technique using inside and outside of same foot
Trapping technique: stay on toes, lift foot, place firmly on top of ball
Supporting foot positioning: next to and level with ball for accurate passing
Head up awareness while dribbling to avoid collisions and see space
Side-foot passing technique for accuracy and control
Partner cooperation and turn-taking in all activities
Safe spatial awareness during movement activities

Common Misconceptions

Students may think they should use toes to kick ball - emphasise side of foot for passing
Many believe looking at ball constantly helps control - teach importance of head up vision
Some think harder kicks are better - demonstrate controlled, accurate technique
Students may assume trapping means just touching ball - teach firm foot placement on top
Children often rush through activities - emphasise quality over speed in skill development

SEN Adaptations

ADHD

Shorter activity segments, frequent position changes, clear boundaries marked, regular positive feedback and refocusing cues

dyspraxia

Larger softer balls for confidence, extra demonstration time, simplified instructions broken into steps, additional adult support for motor planning

autism spectrum

Clear visual schedule of activities, predictable routine structure, quiet space available if overwhelmed, consistent partner pairings

visual impairment

Use bright coloured balls, verbal descriptions of demonstrations, tactile guidance for foot positioning, buddy system for spatial awareness

hearing impairment

Clear visual demonstrations, hand signals for commands, written instruction cards, visual cues for activity changes

physical disability

Seated ball control activities, larger lighter balls, modified trapping using hands if needed, wheelchair accessible pathways

Cross-Curricular Links

Maths

Counting collected targets in pairs, understanding patterns in 'big toe, little toe' sequence, measuring distances for passing

Science

Understanding forces needed to stop and move a ball, exploring friction between ball and ground surface

Geography

Spatial awareness and direction changes, understanding concepts of pathways and routes

PSHE

Cooperation and turn-taking with partners, celebrating others' achievements, managing emotions during challenges

Teacher Guidance

Positioning

Move around perimeter during activities for clear sight lines, position centrally during demonstrations

Observation Focus

Watch for correct foot positioning, ball control quality, and spatial awareness between students

Intervention Points

Step in when students struggling with basic technique, unsafe play developing, or partner conflicts arising

Demonstration Notes

Use clear, slow demonstrations for new skills. Exaggerate movements for visibility. Use student models when skills are developing well.

Verbal Cues

•'Big toe, little toe!' for dribbling rhythm
•'Head up, look where you're going!' for spatial awareness
•'Trap it, stop it!' for ball control
•'Side of foot for passing!' for technique

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size 15m x 20m, clear of obstacles and hazards

Surface Check

Dry, non-slip surface free from debris, adequate grip for quick direction changes

Equipment Safety

Safety Checks

•Check footballs are properly inflated but not over-inflated
•Ensure floor spots/cones have no sharp edges or cracks
•Verify equipment trolley is stable and safely positioned

Risk Management

Key Risks

•Collisions between students during dribbling activities
•Slips and falls during direction changes
•Ball strikes to face or body during passing

Risk Mitigation

•Clear boundaries and adequate spacing established before activities begin
•Emphasis on head up dribbling to maintain awareness
•Controlled passing at ground level only
•Progressive skill building from stationary to moving activities

Supervision & Emergency Procedures

Supervision Points

•Position to observe maximum number of students during activities
•Monitor high-activity areas during game challenges
•Watch for fatigue affecting coordination and safety

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact office if serious