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Lesson 2 - Ball Dribbling and Control

Core Skills Through Play

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Year 1

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Fundamental Movement Skills

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45 min

Big Question

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

Balls

1 per student (30)

Check all balls are properly inflated and bounce consistently

Alternative: Large playground balls, tennis balls for smaller hands

Coloured Bean Bags

16 (8 of each colour)

Clearly contrasting colours for team identification

Alternative: Coloured cones, foam blocks

Hoops

Various sizes to accommodate different activities

Alternative: Floor spots, chalk circles

Cones

Set up in zigzag pattern for dribbling course

Alternative: Markers, dome cones

Chalk

8 pieces (1 per pair)

Different colours to help students distinguish their letters

Alternative: Washable markers, rope to form letters

Key Vocabulary

Dribbling

Bouncing a ball repeatedly using your fingertips whilst moving

Ball control

Keeping the ball close to your body and under your command

Fingertips

The soft, sensitive ends of your fingers used to push the ball down

Head up

Looking forward to see where you're going, not down at the ball

Change hands

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

Can maintain continuous dribble for 30 seconds

Changes hands automatically when turning

Keeps eyes forward whilst dribbling

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