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Lesson 3 - Dribbling and Moving Towards Goal

Team Challenges & Skills

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Year 1

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Invasion Games

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45 min

Big Question

How can we use our hands to control the ball and help our team score?

Learning Objectives

To develop dribbling a ball with hands using fingertips and soft touches
To move purposefully towards a goal whilst maintaining ball control
To understand basic team play and taking turns in attack and defence

Key Outcomes

Students will demonstrate improved hand-ball coordination through controlled dribbling
Students will show tactical awareness by moving into space away from defenders
Students will participate fairly in team activities with honesty and good sportsmanship

Equipment & Resources Required

Balls

1 per student (30)

Distributed around area perimeter, properly inflated

Alternative: Basketballs, rubber balls size 4 or 5

Cones

Used for boundaries, goals, and activity zones

Alternative: Markers, bean bags, tennis balls in pots

Team bibs

10 (2 colours)

For identifying attackers and defenders in activities

Alternative: Coloured bibs, different coloured balls

Key Vocabulary

Dribbling

Bouncing the ball continuously with fingertips whilst moving

Space

Empty areas on the playing surface away from other players

Possession

Having control of the ball

Defender

The player trying to win the ball back

Attacker

The player with the ball trying to score

Skill Progression Pathway

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

Prior Learning

Students can run and change direction safely
Students can catch and throw a ball using two hands
Students understand basic rules about taking turns

Current Skills

Dribbling with fingertips and soft hands
Moving purposefully towards a target with ball control
Playing fairly in competitive situations

Next Steps

Dribbling with either hand confidently
Passing accurately to teammates
Understanding positional play in invasion games

Milestone Indicators

Consistent waist-height dribbling

Head up whilst maintaining ball control

Quick decision-making under pressure

Key Teaching Points

Dribbling uses fingertips, not palms, for better ball control and feel
Waist-height dribbling allows students to keep heads up and see around them
Moving into space away from defenders is key tactical awareness
Fair play and taking turns develops character and sportsmanship
Progressive skill building from stationary to moving builds confidence
Soft hands and gentle touches create better ball control than force
Safety through awareness of others and controlled movements

Common Misconceptions

Students think harder bouncing means better control - emphasise gentle, controlled touches
Belief that looking at ball constantly is necessary - teach trust in hands and peripheral vision
Assumption that speed equals skill - prioritise control over speed in early learning
Misconception that only winning matters - emphasise learning, improvement, and fair play

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular positive feedback and movement breaks

dyspraxia

Larger equipment, slower progression, additional practice time, simplified movement patterns

autism spectrum

Clear routine structure, visual activity schedule, quiet zones available for breaks

visual impairment

Use brightly coloured balls, provide verbal descriptions of demonstrations, buddy system for activities

hearing impairment

Clear visual demonstrations, hand signals for instructions, written activity cards available

physical disability

Modified equipment size, seated versions of activities, adapted distances and goals

Cross-Curricular Links

English

Developing vocabulary through technical terms, communication during team activities, following and giving instructions

Maths

Counting catches in 30 seconds, measuring goal distances, timing activities and calculating improvements

Science

Understanding forces when pushing ball down, exploring bounce physics, discussing hand-eye coordination

PSHE

Teamwork and cooperation, honesty and fair play, taking turns and sharing roles, resilience when learning new skills

Teacher Guidance

Positioning

Move around perimeter for clear view of all students, central position for demonstrations

Observation Focus

Watch for technique development, spatial awareness, and safe participation

Intervention Points

Step in when students struggling with technique, safety issues arise, or unfair play observed

Demonstration Notes

Always demonstrate techniques clearly, emphasise key teaching points, use students as positive examples

Verbal Cues

•'Fingertips, not palms!'
•'Find the space!'
•'Ball at waist height!'
•'Look where you're going!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m clear area with defined boundaries

Surface Check

Dry, even surface free from hazards, suitable for bouncing balls

Equipment Safety

Safety Checks

•Balls properly inflated and free from damage
•Cones placed safely at boundaries, no sharp edges
•Team bands checked for wear and safe fastening

Risk Management

Key Risks

•Collisions during movement activities
•Slips from poor surface conditions
•Ball strikes to face or body
•Overexertion during active periods

Risk Mitigation

•Clear movement boundaries established with cones
•Adequate spacing maintained between students
•Progressive skill building from stationary to moving
•Regular hydration breaks in warm weather

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during game play
•Watch for signs of fatigue or overheating

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support as needed