Lesson 3 - Dribbling and Moving Towards Goal
Team Challenges & Skills
•Year 1
•Invasion Games
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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
Distributed around area perimeter, properly inflated
Alternative: Basketballs, rubber balls size 4 or 5
Used for boundaries, goals, and activity zones
Alternative: Markers, bean bags, tennis balls in pots
For identifying attackers and defenders in activities
Alternative: Coloured bibs, different coloured balls
Key Vocabulary
Bouncing the ball continuously with fingertips whilst moving
Empty areas on the playing surface away from other players
Having control of the ball
The player trying to win the ball back
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
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