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Lesson 7 - Dribbling Control and Coordination

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 use our hands to control a bouncing ball while moving?

Learning Objectives

To develop control and coordination when dribbling a ball with hands
To understand the concept of the 'magic moment' in ball control
To apply dribbling skills while moving in different directions

Key Outcomes

Students will demonstrate improved hand dribbling technique using fingertips
Students will identify and use the 'magic moment' for ball control
Students will successfully dribble while walking and jogging

Equipment & Resources Required

Cones

Placed around teaching area perimeter for boundaries

Alternative: Markers, bean bags for boundaries

Balls

30 (1 per student)

Size 4 or 5 playground balls, properly inflated

Alternative: Tennis balls for smaller hands, basketballs for larger students

Key Vocabulary

Dribbling

Bouncing the ball repeatedly while maintaining control

Magic Moment

The moment when a bounced ball reaches its highest point and begins to fall

Fingertips

The ends of your fingers used to control the ball

Control

Keeping the ball exactly where you want it to be

Skill Progression Pathway

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

Prior Learning

Basic catching and throwing skills
Understanding of personal space
Simple ball bouncing experience

Current Skills

Hand dribbling with fingertips
Recognising the 'magic moment'
Dribbling while moving

Next Steps

Dribbling with alternating hands
Dribbling around obstacles
Combining hand and foot dribbling skills

Milestone Indicators

Consistent use of fingertips rather than palms

Maintaining ball control for 10+ consecutive bounces

Smooth transition from stationary to moving dribble

Key Teaching Points

Use fingertips, not palms, for better ball control
Identify and utilise the 'magic moment' for timing
Keep the ball close to the body when moving
Start slowly and build up speed gradually
Maintain awareness of others while dribbling
Practice makes improvement - persevere with difficult skills
Safety first - controlled movements in shared space

Common Misconceptions

Using palms to hit the ball down rather than fingertips to push
Trying to move too fast before mastering stationary control
Thinking the magic moment is when the ball bounces rather than at the top
Believing that harder pushes always mean better control
Assuming one hand is always better than two hands for beginners

SEN Adaptations

ADHD

Shorter activity bursts, clear activity boundaries, regular positive reinforcement

dyspraxia

Larger balls, simplified movements, extra practice time, break skills into smaller steps

autism spectrum

Clear routine structure, visual schedule of activities, quiet practice area available

visual impairment

Use brightly coloured balls, provide verbal descriptions of magic moment, buddy system for spatial awareness

hearing impairment

Use visual signals for remote control game, demonstrate all instructions clearly, written command cards

physical disability

Seated dribbling option, use larger balls for easier handling, adjust height requirements

Cross-Curricular Links

English

Following instructions carefully, descriptive language for movement, new vocabulary

Maths

Counting consecutive bounces, timing and rhythm patterns, height and distance concepts

Science

Forces and motion - how pushing creates bouncing, gravity's effect on ball movement

PSHE

Perseverance when skills are difficult, encouraging others, dealing with frustration positively

Teacher Guidance

Positioning

Move around the outside of the activity area for maximum visibility of all students

Observation Focus

Watch for correct fingertip technique vs palm slapping; Monitor ball control and safety during movement; Look for students who need additional support or challenge

Intervention Points

["Step in if students are losing ball control frequently", "Provide individual support for correct hand positioning", "Adjust activity difficulty based on group success rate"]

Demonstration Notes

Use exaggerated movements to show correct technique, contrast good and poor examples clearly, involve confident students in demonstrations

Verbal Cues

•'Fingertips, not palms!'
•'Catch it at the magic moment!'
•'Keep the ball close to your body!'
•'Wide fingers like a spider!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, preferably indoor hall or outdoor hard surface

Surface Check

Even surface free from holes, wet patches, or obstacles that could cause slips

Equipment Safety

Safety Checks

•Check all balls are properly inflated (not over or under-inflated)
•Ensure balls are appropriate size for Year 2 hands
•Cones positioned safely away from main activity areas

Risk Management

Key Risks

•Ball collisions between students
•Slips and falls during movement activities
•Students colliding while dribbling
•Balls rolling under feet causing trips

Risk Mitigation

•Establish clear boundaries and personal spaces
•Teach controlled movement rather than speed
•Emphasise looking where you're going during movement
•Quick ball collection procedures when balls roll away

Supervision & Emergency Procedures

Supervision Points

•Position to observe all students during dribbling activities
•Monitor spacing during movement games
•Watch for students losing control and intervene early

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact office if needed