Lesson 7 - Dribbling Control and Coordination
Ball Control Basics
•Year 2
•Ball Skills
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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
Placed around teaching area perimeter for boundaries
Alternative: Markers, bean bags for boundaries
Size 4 or 5 playground balls, properly inflated
Alternative: Tennis balls for smaller hands, basketballs for larger students
Key Vocabulary
Bouncing the ball repeatedly while maintaining control
The moment when a bounced ball reaches its highest point and begins to fall
The ends of your fingers used to control the ball
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
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