Lesson 4 - Dribbling to Score Points
Building Teamwork Through Ball Control and Possession
•Year 2
•Ball Skills
•Start Planning Better PE Lessons
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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
Pre-distributed around activity area perimeter
Alternative: Footballs, netballs, or playground balls
Used to create scoring zones and boundaries
Alternative: Chalk lines, hoops, or markers
For defender positioning in progression activities
Alternative: Small cones or chalk marks
To identify defenders in later activities
Alternative: Coloured bands or pinnies
Key Vocabulary
Bouncing the ball continuously whilst moving to maintain possession
Keeping the ball close and managing its bounce consistently
Having control of the ball and keeping it away from opponents
A player trying to stop the attacking team from scoring
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
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