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Lesson 4 - Ball Control & Dribbling

Ball Control Basics

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Year 2

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Ball Skills

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45 min

Big Question

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

Cones

Scattered randomly around teaching area for movement activities

Alternative: Bean bags, markers, bibs laid flat

Softballs

30 (1 per student)

Size 3 footballs recommended, fully inflated but not hard

Alternative: Tennis balls for smaller hands, foam balls for safety

Key Vocabulary

Dribbling

Moving the ball along the ground with your feet whilst maintaining control

Soft touches

Gentle contact with the ball to keep it close and controlled

Ball control

Keeping the ball close to your body and under your command

Toe taps

Gently tapping the ball alternately with each foot whilst stationary

Close control

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

Ball stays within arm's reach during movement

Students can stop ball immediately on command

Consistent use of inside of foot for control

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