Lesson 6 - Dribbling and Ball Control
Ball Handling Basics
•Year 1
•Invasion Games
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How can we keep control of the ball while moving and protect it from opponents?
Learning Objectives
- To develop ball control skills using feet with consistent technique
- To learn how to trap and stop a moving ball effectively
- To apply attacking and defending skills in game situations
Key Outcomes
- Students will demonstrate improved ball control using 'big toe, little toe' technique
- Students will successfully trap balls using correct body positioning
- Students will show understanding of protection and space in games
Equipment & Resources Required
Distributed around activity area perimeter
Alternative: Playground balls, foam balls for nervous students
Different colours for assessment activity at end
Alternative: Spots, markers, chalk marks
For warm-up defending activity
Alternative: Strips of fabric, bands
For NESW activity compass points
Alternative: Traffic cones, large spots
Key Vocabulary
Moving the ball forward with your feet while keeping control
Using the inside (big toe side) and outside (little toe side) of foot to control the ball
Stopping the ball by placing your foot firmly on top of it
Keeping the ball close to you and moving it where you want
Keeping your body between the ball and other players
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic familiarity with footballs and kicking
- Understanding of personal space and following simple rules
- Ability to walk and jog with some coordination
Current Skills
- Controlled dribbling using inside and outside of feet
- Ball trapping technique with correct foot placement
- Basic attacking and defending awareness
Next Steps
- Dribbling at different speeds and in different directions
- Passing accurately to teammates
- More complex game situations with tactical awareness
Milestone Indicators
Key Teaching Points
- Big toe, little toe technique is fundamental for ball control development
- Ball trapping requires firm foot placement on top of ball
- Body positioning is crucial for ball protection in games
- Control must be established before increasing speed
- Spatial awareness prevents collisions and improves game play
- Self-assessment builds metacognitive skills and ownership of learning
- Gentle play rules ensure safety while maintaining competitiveness
Common Misconceptions
- Only using dominant foot - encourage alternating feet for balanced development
- Looking down constantly while dribbling - teach importance of looking up for awareness
- Thinking speed is more important than control - emphasise technique before pace
- Ball trapping means kicking hard - show gentle stopping with foot placement
- Attacking means being rough - teach about skilful rather than physical approaches
- Self-assessment should always be positive - encourage honest reflection for growth
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, regular positive feedback, movement breaks built in
dyspraxia
- Slower pace for skill development, larger equipment for easier handling, simplified instructions
autism spectrum
- Clear routines and expectations, visual activity schedule, quiet space available if needed
visual impairment
- Use bright coloured balls, verbal descriptions of activities, buddy system for guidance
hearing impairment
- Clear visual demonstrations, hand signals for key instructions, written activity cards
physical disability
- Seated ball control activities, modified equipment, peer assistance as needed
Cross-Curricular Links
Maths
Counting toe taps to ten, measuring distances to cones, understanding compass directions (NESW)
Science
Forces when kicking balls, friction between ball and ground, body balance and movement
Geography
Compass points (North, East, South, West) in NESW activity, spatial awareness and mapping
PSHE
Teamwork and cooperation, resilience when facing challenges, fair play and honest self-assessment
Teacher Guidance
Positioning
Move around perimeter for full view, position near most challenging activities
Observation Focus
Ball control technique, spatial awareness, cooperation, and competitive behaviour
Intervention Points
Step in immediately for safety issues, provide technique support during struggles
Demonstration Notes
Use slow motion for technique, exaggerate key positions, involve students who demonstrate well
Verbal Cues
- •'Big toe, little toe!'
- •'Keep it close!'
- •'Look up and around!'
- •'Gentle touches only!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear area with defined boundaries for court games
Surface Check
Even, non-slip surface free from debris, water patches, or obstacles
Equipment Safety
Safety Checks
- •Footballs inflated to appropriate pressure for age group
- •Cones have no sharp edges or damage
- •Bibs securely tucked but easily removable
- •Goals/equipment stored safely away from activity area
Risk Management
Key Risks
- •Ball collisions during dribbling activities
- •Student collisions in competitive games
- •Trips and falls during running with balls
- •Overexertion in competitive activities
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •Emphasis on controlled movements over speed
- •Regular reminders about awareness of others
- •Immediate intervention for any rough play
- •Gentle play rules strictly enforced
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students during activities
- •Close monitoring during competitive games for safety
- •Regular scanning for fatigue or overexertion
- •Immediate response to any safety concerns
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid if needed, contact school office for serious injuries