Lesson 2 - Ball Dribbling and Control
Core Skills Through Play
•Year 1
•Fundamental Movement Skills
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How can I keep my ball bouncing whilst moving around safely?
Learning Objectives
- To develop the ability to dribble a ball using either hand with control
- To maintain awareness of surroundings whilst dribbling by keeping head up
- To understand the technique of using fingertips rather than palms for ball control
Key Outcomes
- Students will demonstrate controlled dribbling with either hand
- Students will show improved spatial awareness whilst moving with a ball
- Students will explain the importance of head-up positioning during ball handling
Equipment & Resources Required
Check all balls are properly inflated and bounce consistently
Alternative: Large playground balls, tennis balls for smaller hands
Clearly contrasting colours for team identification
Alternative: Coloured cones, foam blocks
Various sizes to accommodate different activities
Alternative: Floor spots, chalk circles
Set up in zigzag pattern for dribbling course
Alternative: Markers, dome cones
Different colours to help students distinguish their letters
Alternative: Washable markers, rope to form letters
Key Vocabulary
Bouncing a ball repeatedly using your fingertips whilst moving
Keeping the ball close to your body and under your command
The soft, sensitive ends of your fingers used to push the ball down
Looking forward to see where you're going, not down at the ball
Switching the ball from one hand to the other when needed
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can catch and throw a ball with two hands
- Students understand basic spatial awareness in movement
- Students can follow simple instructions and safety rules
Current Skills
- Dribbling with fingertip control
- Maintaining head-up awareness whilst moving
- Changing hands appropriately during movement
Next Steps
- Dribbling whilst avoiding moving obstacles
- Combining dribbling with other ball skills
- Using dribbling effectively in small-sided games
Milestone Indicators
Key Teaching Points
- Fingertip contact creates better ball control than palm contact
- Ball should bounce consistently to waist height for optimal control
- Head-up position is essential for spatial awareness and safety
- Relaxed shoulders and arms improve dribbling fluency and endurance
- Changing hands appropriately allows movement in all directions
- Practice with non-dominant hand develops bilateral coordination
- Maintaining control under pressure is more important than speed
Common Misconceptions
- That bouncing the ball harder makes it easier to control
- That looking at the ball constantly is necessary for good dribbling
- That only the dominant hand needs to be developed for ball skills
- That speed is more important than technique in dribbling activities
- That palm contact provides better ball control than fingertips
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear visual and auditory signals, celebrate small successes frequently
dyspraxia
- Use larger, slower-bouncing balls initially, break skills into smaller steps, provide extra practice time, focus on effort over accuracy
autism spectrum
- Provide clear structure and routine, use visual activity schedules, allow breaks if overstimulated, consistent language and expectations
visual impairment
- Use brightly coloured balls with high contrast, provide verbal descriptions of all visual demonstrations, pair with sighted buddy for activities
hearing impairment
- Use clear visual demonstrations and hand signals, ensure student can see teacher's face during instructions, provide written activity cards
physical disability
- Allow seated dribbling for wheelchair users, use larger/softer balls for reduced grip strength, modify distances and heights as needed
Cross-Curricular Links
English
Following complex instructions, using descriptive vocabulary for movements, spelling activities with letter dribbling
Maths
Counting bounces and rhythms, measuring distances for activities, recognising number patterns in finger games
Science
Understanding forces - push and pull actions on balls, gravity effects on bouncing, coordination and balance
PSHE
Self-assessment and reflection skills, cooperation and teamwork, managing emotions during competitive activities
Teacher Guidance
Positioning
Move actively around court perimeter to observe all students, central position for demonstrations
Observation Focus
Watch for correct fingertip technique, appropriate ball height, head position, and spatial awareness
Intervention Points
Step in if unsafe play develops, technique needs immediate correction, or students become frustrated
Demonstration Notes
Always demonstrate with perfect technique, exaggerate key points for visibility, use students as positive examples when appropriate
Verbal Cues
- •'Fingertips like you're tickling the ball!'
- •'Bounce to your belt buckle!'
- •'Eyes up, see the world!'
- •'Gentle pushes, not slaps!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum netball court size (30m x 15m) or equivalent hall space
Surface Check
Dry, non-slip surface free from obstacles and properly marked boundaries
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure hoops are flat and stable, not cracked or broken
- •Verify cones are visible and positioned safely
- •Confirm chalk pieces are non-toxic and washable
Risk Management
Key Risks
- •Ball-related slips if surface becomes wet
- •Collisions between students during dribbling activities
- •Trips over equipment or court markings
- •Minor finger injuries from incorrect ball contact
Risk Mitigation
- •Establish clear movement patterns and traffic flow
- •Emphasise personal space awareness throughout lesson
- •Regular reminders about controlled movement speeds
- •Immediate equipment removal if damaged during lesson
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students during activities
- •Move actively around groups during skill practice
- •Monitor competitive games closely for appropriate intensity
- •Maintain clear sightlines across all activity areas
Emergency Procedures
Stop signal (whistle), assess injury severity, apply appropriate first aid, contact office if medical attention needed