Lesson 1 - Ball Control and Dribbling
Object Control & Coordination
•Year 1
•Ball Skills
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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
Place around perimeter before lesson starts
Alternative: Size 3 footballs, foam balls for confidence
Scatter around main activity area
Alternative: Hoops, markers, bean bags
Place around hall perimeter
Alternative: Bean bags, floor spots
Key Vocabulary
Moving the ball along the ground using your feet while maintaining control
Stopping a moving ball by placing your foot on top of it
A dribbling technique using alternating touches with inside and outside of the same foot
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
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