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Lesson 4 - Dribbling to Score Points

Building Teamwork Through Ball Control and Possession

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Year 2

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Ball Skills

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45 min

Big Question

How can we use dribbling skills to keep possession and score points whilst avoiding defenders?

Learning Objectives

To develop dribbling techniques with control and accuracy
To understand how to use dribbling to maintain possession in game situations
To apply dribbling skills strategically to score points whilst avoiding defenders

Key Outcomes

Students will demonstrate controlled dribbling with one and two hands
Students will show understanding of when and where to dribble to maintain possession
Students will successfully apply dribbling skills in competitive game scenarios

Equipment & Resources Required

Balls

1 per student (30)

Pre-distributed around activity area perimeter

Alternative: Footballs, netballs, or playground balls

Cones

20-25 cones

Used to create scoring zones and boundaries

Alternative: Chalk lines, hoops, or markers

Mats

15-20 spots

For defender positioning in progression activities

Alternative: Small cones or chalk marks

Bibs

6.5 bibs

To identify defenders in later activities

Alternative: Coloured bands or pinnies

Key Vocabulary

Dribbling

Bouncing the ball continuously whilst moving to maintain possession

Control

Keeping the ball close and managing its bounce consistently

Possession

Having control of the ball and keeping it away from opponents

Defender

A player trying to stop the attacking team from scoring

Scoring zone

The marked area where points can be scored

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from previous units
Understanding of personal space and movement
Simple passing and catching techniques

Current Skills

Controlled dribbling with one and two hands
Spatial awareness whilst moving with ball
Basic tactical understanding of possession

Next Steps

Advanced dribbling under pressure
Combining dribbling with passing
Team tactics and strategy

Milestone Indicators

Consistent ball control whilst moving

Ability to change direction whilst dribbling

Understanding of when to dribble versus pass

Key Teaching Points

Dribbling control comes from fingertips and wrist action, not whole arm movement
Eyes must be up to see defenders and space, not looking down at ball constantly
Body position should be balanced with knees slightly bent for quick direction changes
Ball should be kept close to body for maximum control and protection from defenders
Tactical awareness involves choosing when to dribble, when to pass, and where to move
Speed of dribbling should match situation - slower near defenders, faster in open space
Communication with teammates improves collective success in game situations

Common Misconceptions

Misconception: 'Dribbling faster is always better' - Correction: Control and decision-making are more important than speed
Misconception: 'I should always look at my ball' - Correction: Eyes up to see space and defenders while trusting hand-ball coordination
Misconception: 'I can push defenders to get past' - Correction: Use skill and movement to avoid defenders, not physical contact
Misconception: 'Scoring is only individual achievement' - Correction: Team support and helping others succeed is equally important
Misconception: 'If I lose the ball I've failed' - Correction: Learning from mistakes and trying again shows real progress

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries and structure, offer movement breaks as needed

dyspraxia

Use larger, softer balls initially, allow extra processing time for instructions, provide additional technique demonstrations

autism spectrum

Provide clear visual schedule of activities, offer quiet space if overwhelmed, use consistent routines and language

visual impairment

Use brightly coloured balls and high-contrast zone markers, provide verbal descriptions of spatial layout, pair with sighted buddy for guidance

hearing impairment

Use visual signals and demonstrations, provide written instruction cards, ensure clear line of sight for lip reading

physical disability

Adapt to seated dribbling or rolling ball activities, modify zone sizes for accessibility, provide lighter balls if needed

Cross-Curricular Links

Maths

Counting points scored, timing activities in minutes and seconds, understanding spatial concepts of zones and boundaries

Science

Understanding forces when bouncing balls, learning about heart rate changes during exercise, discussing muscle use and recovery

Geography

Spatial awareness and navigation skills, understanding direction changes and route planning

PSHE

Teamwork and cooperation, dealing with challenge and frustration, celebrating others' achievements, building resilience

Teacher Guidance

Positioning

Move constantly around activity area during games to observe all students and provide real-time feedback

Observation Focus

Watch for correct dribbling technique, tactical decision-making, and positive social interactions

Intervention Points

Step in when contact rules are broken, when students become frustrated, or when technique significantly deteriorates

Demonstration Notes

Use exaggerated movements to show correct technique. Demonstrate both successful and less successful attempts to help students understand the difference.

Verbal Cues

•'Fingertips like piano keys!'
•'Eyes up to see your path!'
•'Soft knees, strong control!'
•'Choose your route carefully!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 15m indoor hall or outdoor hard court area, clear of obstacles

Surface Check

Dry, non-slip surface free from debris, adequate grip for quick direction changes

Equipment Safety

Safety Checks

•Check all balls are properly inflated and in good condition
•Ensure cones have no sharp edges or damage
•Verify coloured spots are secure and not creating slip hazards

Risk Management

Key Risks

•Collisions between students during dynamic game play
•Loss of ball control leading to balls underfoot
•Overexertion during competitive activities

Risk Mitigation

•Clear no-contact rule enforced throughout all activities
•Adequate spacing between scoring zones to prevent congestion
•Progressive skill building from static to dynamic challenges
•Regular breaks and controlled activity intensity

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during game activities
•Monitor defender behaviour to prevent over-aggressive play
•Watch for signs of fatigue or frustration in individual students

Emergency Procedures

Stop activity immediately on whistle signal, assess any incidents, provide appropriate first aid support, ensure all students are accounted for