Lesson 4 - Dribbling to Score Points
Foundation Feet Skills Through Progressive Team Play
•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 while staying away from defenders?
Learning Objectives
- Develop dribbling using feet to maintain possession and score points
- Understand the importance of ball control when moving in space
- Apply dribbling skills in game situations with defenders
Key Outcomes
- Students will demonstrate controlled dribbling with both feet
- Students will successfully score points by dribbling into target zones
- Students will show understanding of when and where to dribble
Equipment & Resources Required
Balls distributed around perimeter before lesson starts
Alternative: Size 3 footballs preferred, tennis balls for students with coordination difficulties
Used to mark out 4-6 scoring zones of different sizes
Alternative: Chalk, markers, or hoops for zone marking
For identifying defenders in progression activities
Alternative: Coloured bands or different coloured balls
Key Vocabulary
Moving the ball forward using small touches with your feet while maintaining control
Keeping control of the ball so the other team cannot take it
Keeping the ball exactly where you want it to be
An area on the pitch where there are no defenders
Players trying to win the ball back from the attacking team
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control with feet from previous lessons
- Understanding of personal space and movement
- Experience with simple ball games
Current Skills
- Controlled dribbling with feet
- Dribbling to maintain possession
- Dribbling to score points in target zones
- Understanding tactical awareness in games
Next Steps
- Dribbling past moving defenders
- Combination play with passing and dribbling
- More complex game situations with multiple defenders
Milestone Indicators
Key Teaching Points
- Keep ball close to feet using small, controlled touches
- Use both feet to dribble and change direction effectively
- Look up regularly to see space and avoid other players
- Change pace when needed - slow for control, quick for space
- Protect ball with body when defenders approach
- Plan route to zones rather than dribbling randomly
- Encourage teammates and play fairly throughout games
Common Misconceptions
- Thinking bigger touches will make you faster - actually reduces control
- Believing only strong foot is needed - both feet give more options
- Looking down at ball constantly - prevents seeing space and teammates
- Panicking when defenders approach - staying calm maintains control
- Going to nearest zone always - strategic thinking gets more points
SEN Adaptations
ADHD
- Short bursts of activity with clear breaks, immediate feedback, movement built into instructions
dyspraxia
- Larger balls initially, reduced space complexity, extra practice time, step-by-step movement breakdown
autism spectrum
- Clear visual schedule of activities, quiet zone available, consistent routines and language
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of zone locations, buddy system for guidance
hearing impairment
- Visual demonstrations with clear hand signals, written instructions on board, ensure student can see teacher
physical disability
- Adapted balls (larger/lighter), seated dribbling options, modified zone sizes, wheelchair accessible zones
Cross-Curricular Links
Maths
Counting points scored, measuring distances between zones, understanding shapes of zones
Science
Forces needed to control ball, friction between ball and surface, energy and movement
Geography
Directions and pathways, mapping routes between zones, spatial relationships
PSHE
Teamwork and cooperation, resilience when facing challenges, fair play and honesty
Teacher Guidance
Positioning
Stand at edge of area for clear visibility, move to different viewpoints during activities
Observation Focus
Watch for ball control, spatial awareness, and safety in congested areas
Intervention Points
Step in if students struggling with ball control, unsafe play, or not following rules
Demonstration Notes
Use clear, exaggerated movements. Show common mistakes and corrections. Involve confident students in demonstrations.
Verbal Cues
- •'Small touches!'
- •'Head up, look around!'
- •'Use your other foot!'
- •'Find the space!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m, clear of obstacles and hazards
Surface Check
Ensure playing surface is dry, even, and free from debris
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated and in good condition
- •Ensure cones are stable and highly visible
- •Verify bibs are clean and appropriate size
Risk Management
Key Risks
- •Collisions between students when dribbling
- •Trips and falls when changing direction quickly
- •Ball strikes to face or body
- •Overexertion during extended activity
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between students emphasised throughout
- •Progressive skill building from simple to complex
- •Regular breaks and hydration reminders
- •Clear rules about fair play and gentle tagging
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-traffic areas around popular zones
- •Watch for students showing signs of fatigue
- •Ensure tag rules are followed safely
Emergency Procedures
Stop activity immediately with whistle/voice, assess situation, provide appropriate first aid or support as needed