Lesson 4 - Ball Control & Dribbling
Ball Control Basics
•Year 2
•Ball Skills
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How can we keep a ball close and under control while moving with our feet?
Learning Objectives
- To develop technique and control when dribbling a ball with your feet
- To understand the importance of soft touches and close control
- To demonstrate honesty and fair play during game situations
Key Outcomes
- Students will be able to dribble a ball with their feet using soft touches
- Students will demonstrate improved ball control when moving at different speeds
- Students will show understanding of spatial awareness whilst dribbling
Equipment & Resources Required
Scattered randomly around teaching area for movement activities
Alternative: Bean bags, markers, bibs laid flat
Size 3 footballs recommended, fully inflated but not hard
Alternative: Tennis balls for smaller hands, foam balls for safety
Key Vocabulary
Moving the ball along the ground with your feet whilst maintaining control
Gentle contact with the ball to keep it close and controlled
Keeping the ball close to your body and under your command
Gently tapping the ball alternately with each foot whilst stationary
Keeping the ball very near to your feet so others cannot take it
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of using feet to move a ball
- Awareness of personal space and safety
- Experience with simple ball handling activities
Current Skills
- Developing foot-ball coordination
- Learning soft touch technique
- Understanding ball control concepts
Next Steps
- Introduction to passing with feet
- Dribbling around obstacles
- Simple shooting techniques
Milestone Indicators
Key Teaching Points
- Emphasise soft touches over hard kicks to maintain close ball control
- Encourage students to look up occasionally while dribbling for spatial awareness
- Reinforce the 'stop position' with foot on ball for immediate control
- Promote honesty and fair play during competitive game activities
- Support students who find skills challenging with encouragement and modified activities
- Use student demonstrations to reinforce good technique and build confidence
- Connect ball control skills to game situations for tactical understanding
Common Misconceptions
- Students thinking they need to kick hard to move ball - teach gentle pushes
- Believing they must always look at ball - encourage periodic head up scanning
- Assuming faster is better - emphasise control over speed
- Thinking all parts of foot are same - teach inside foot for best control
- Believing mistakes mean failure - promote growth mindset and learning from errors
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, fidget ball for waiting times, positive reinforcement for focus and listening
dyspraxia
- Larger, softer balls, simplified instructions, additional practice time, wall support for balance activities, celebrate small improvements
autism spectrum
- Clear routine structure, advance warning of activity changes, quiet space available if overwhelmed, visual schedule of lesson activities
visual impairment
- Use brightly coloured balls, verbal descriptions of demonstrations, buddy system for guidance, audio cues for traffic lights instead of visual
hearing impairment
- Use visual signals for all commands, clear demonstrations, written instructions on display, tap shoulder for attention
physical disability
- Seated ball control versions, larger balls for easier contact, modified distances, alternative roles in games (timekeeper, referee)
Cross-Curricular Links
Maths
Counting toe taps, measuring distances ball travels, understanding concepts of close/far, time counting during traffic lights
Science
Forces and motion - soft vs hard touches, friction between foot and ball, balance and stability during movement
Geography
Spatial awareness, direction changes, mapping movement patterns around cones, understanding of space and positioning
PSHE
Honesty and integrity during games, cooperation and helping others, resilience when facing challenges, self-reflection and improvement mindset
Teacher Guidance
Positioning
Position at edge of teaching area for maximum visibility of all students, moving around during skill practice for closer observation
Observation Focus
Watch for ball control improvement, spatial awareness, safe movement patterns, and positive interactions between students
Intervention Points
Step in when balls are lost frequently, when students appear frustrated with skills, or when unsafe play occurs in games
Demonstration Notes
Use clear, exaggerated movements for demonstrations, involve students in showing good examples, demonstrate both correct technique and common errors for learning
Verbal Cues
- •'Soft touches!' when balls are being hit too hard
- •'Close control!' when balls get too far away
- •'Look up!' when students are only watching their ball
- •'Well done!' for good technique or sportsmanship
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m teaching area clear of obstacles, with adequate ceiling height for ball activities
Surface Check
Dry, even surface free from debris, with good grip to prevent slipping during direction changes
Equipment Safety
Safety Checks
- •Balls properly inflated but not over-hard to prevent injury
- •Cones checked for cracks or sharp edges
- •Adequate space between students to prevent ball and body collisions
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls when changing direction with ball
- •Loss of ball control leading to trips or falls
- •Over-excitement during competitive games leading to unsafe play
Risk Mitigation
- •Clear boundaries and movement areas established
- •Progressive skill building from static to dynamic
- •Adequate spacing maintained between students
- •Safe defending technique taught for Sharks game
- •Regular stop commands to reset and refocus
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines across entire teaching area
- •Move around area during skill practice to observe all students
- •Monitor competitive games closely for safe play
- •Watch for students struggling and provide immediate support
Emergency Procedures
Stop all activity immediately on safety concern, assess situation, provide appropriate first aid or support, reorganize activity to prevent recurrence