Lesson 1 - Dribbling and Control
Building Teamwork Through Ball Control and Possession
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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How can we keep possession of the ball whilst moving around the space?
Learning Objectives
- Develop dribbling technique to maintain possession and control
- Understand the importance of moving into space whilst dribbling
- Apply dribbling skills in cooperative team challenges
Key Outcomes
- Students will dribble a ball with increasing control using one or two hands
- Students will demonstrate understanding of space and possession concepts
- Students will work cooperatively in team activities involving ball control
Equipment & Resources Required
Check all balls are properly inflated before lesson begins
Alternative: Large bouncy balls, playground balls
Space markers evenly around playing area
Alternative: Bean bags, hoops as markers
One colour per group for team identification
Alternative: Coloured bands, team markers
Key Vocabulary
Bouncing the ball continuously with control using fingertips
Keeping control and ownership of the ball
An empty area away from other players
Managing the ball so it stays where you want it
Players or obstacles trying to take the ball away
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Year 1
- Understanding of personal space
- Simple throwing and catching
Current Skills
- Controlled dribbling with one and two hands
- Moving into space whilst maintaining ball control
- Understanding consequences of losing possession
Next Steps
- Dribbling under pressure from opponents
- Advanced ball control techniques
- Team tactics involving ball possession
Milestone Indicators
Key Teaching Points
- Use fingertips not palms when dribbling - 'fingertip control'
- Keep head up to see space and other players - 'eyes up, space awareness'
- Controlled bouncing is better than fast bouncing - 'control beats speed'
- Find empty spaces away from other players - 'space finding'
- Work as a team and help each other succeed - 'teamwork makes the dream work'
- Keep the ball close to your body when dribbling - 'close control'
- Bend your knees and stay balanced - 'athletic position ready'
Common Misconceptions
- MISCONCEPTION: 'Faster dribbling means better skill' - CORRECTION: 'Control and technique are more important than speed'
- MISCONCEPTION: 'I should use my palms to control the ball' - CORRECTION: 'Fingertips give much better control and feel'
- MISCONCEPTION: 'I don't need to look up while dribbling' - CORRECTION: 'Looking up helps you see space and avoid collisions'
- MISCONCEPTION: 'It doesn't matter where I move in the space' - CORRECTION: 'Finding empty space helps keep possession and avoid problems'
- MISCONCEPTION: 'I should dribble the same way all the time' - CORRECTION: 'Good players adapt their dribbling to different situations'
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries and expectations, regular positive feedback, movement breaks
dyspraxia
- Larger softer balls, simplified instructions, extra practice time, focus on effort over outcome
autism spectrum
- Clear visual schedule of activities, quiet zones available if needed, consistent routines and signals
visual impairment
- Use brightly coloured balls with high contrast, provide verbal descriptions of space and positions, buddy system for guidance
hearing impairment
- Use visual signals and demonstrations, written instruction cards, ensure student can see teacher clearly
physical disability
- Seated dribbling versions, larger lighter balls, modified distances and zones, peer support
Cross-Curricular Links
Maths
Counting bounces and deliveries, understanding spatial concepts, measuring distances between markers
Science
Forces and motion when bouncing balls, gravity effects on ball control, hand-eye coordination development
Geography
Spatial awareness and direction, understanding relative positions, mapping movement around zones
PSHE
Teamwork and cooperation, resilience when making mistakes, communication with peers, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter of zones to observe all students, position centrally during demonstrations
Observation Focus
Watch for controlled dribbling technique, spatial awareness, cooperative behaviour
Intervention Points
Step in when students lose control repeatedly, when safety is compromised, or when teamwork breaks down
Demonstration Notes
Use clear, exaggerated movements. Show incorrect technique first, then correct technique. Involve confident students in demonstrations.
Verbal Cues
- •'Fingertips, not palms!'
- •'Head up, eyes looking around!'
- •'Find the space!'
- •'Soft bounces, stay in control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 15m x 20m indoor hall or outdoor hard surface, divided into zones
Surface Check
Dry, even surface free from water, debris or obstacles that could cause slips
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and suitable size for Year 2
- •Ensure cones/markers have no sharp edges or damage
- •Confirm adequate number of balls for whole class participation
Risk Management
Key Risks
- •Collisions between students whilst dribbling
- •Slips and falls on playing surface
- •Ball strikes to face or body
- •Overexertion leading to fatigue
Risk Mitigation
- •Clear boundaries established for each zone
- •Adequate spacing between students maintained
- •Progressive skill building from stationary to moving
- •Regular checks on student fatigue levels
- •Clear stop signal established and practised
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all zones
- •Monitor high-activity areas for collisions
- •Watch for students who may be struggling or becoming frustrated
- •Ensure safe equipment handling throughout
Emergency Procedures
Stop signal, assess any incidents, apply first aid if required, have emergency contacts available