Lesson 2 - Ball Control and Dribbling Skills
Essential Skill Foundations
•Year 2
•Fundamental Movement Skills
•Start Planning Better PE Lessons
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How can I keep control of a ball while moving and making decisions?
Learning Objectives
- To develop ball control through dribbling with both hands
- To travel with a ball whilst maintaining awareness of surroundings
- To understand the key techniques for effective ball handling
Key Outcomes
- Students will be able to dribble a ball with either hand
- Students will travel with a ball with their head up and maintain control
- Students will demonstrate good self-regulation and behaviour management
Equipment & Resources Required
Check all balls are properly inflated before lesson
Alternative: Size 3 footballs, playground balls, or rubber balls
Arrange 9 in 3x3 grid for warm-up, scatter remainder for game activities
Alternative: Chalk circles, poly spots, or markers
Set up zigzag courses and boundary markers
Alternative: Plastic bottles, markers, or PE equipment
Pre-mark letters on playground surface before lesson
Alternative: Laminated letter cards, rope letters, or painted markings
Key Vocabulary
Bouncing a ball continuously using fingertips to maintain control whilst moving
Keeping the ball close to your body and under your influence at all times
The soft pads at the end of your fingers used for pushing the ball down
The route you take when moving, including changes of direction
Being alert to what is happening around you whilst focusing on your task
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Unit 2
- Understanding of personal space and safe movement
- Experience with cooperative games and taking turns
Current Skills
- Dribbling with preferred hand consistently
- Changing hands when moving around obstacles
- Maintaining awareness whilst ball handling
Next Steps
- Dribbling under pressure in game situations
- Combining dribbling with other ball skills
- Advanced decision-making in competitive scenarios
Milestone Indicators
Key Teaching Points
- Emphasise fingertip contact over palm usage for proper ball control technique
- Maintain waist-height bouncing for optimal control and efficiency
- Develop head-up awareness while dribbling to improve spatial understanding
- Practice changing hands smoothly when moving around obstacles or boundaries
- Focus on relaxed body posture to prevent tension affecting ball control
- Encourage resilience and positive attitude when facing skill challenges
- Build progressive skill development from stationary to dynamic movement
Common Misconceptions
- Children often use palms instead of fingertips - demonstrate the difference clearly and repeatedly
- Students may think faster bouncing means better control - emphasise rhythm and consistency
- Looking down at the ball constantly - explain why head up awareness is crucial for safety and game play
- Believing one hand is enough - stress importance of developing both hands equally
- Thinking you can't improve if you're not naturally good - celebrate effort and progress over natural ability
SEN Adaptations
ADHD
- Short, focused activity bursts. Clear boundaries and expectations. Regular movement breaks built in. Positive reinforcement for attention and effort.
dyspraxia
- Larger, slower balls for easier control. Extra practice time for coordination skills. Break down complex movements into smaller steps. Celebrate effort over outcome.
autism spectrum
- Clear, predictable lesson structure. Visual schedule of activities available. Quiet space available if overwhelmed. Consistent routines and expectations.
visual impairment
- Use brightly coloured balls with audible elements. Provide clear verbal descriptions of activities. Use rope boundaries for spatial awareness. Buddy system for guidance.
hearing impairment
- Use clear visual demonstrations and hand signals. Written instruction cards available. Visual cues for direction changes. Ensure face-to-face communication.
physical disability
- Seated dribbling options available. Modified balls (larger/softer) if needed. Adapted distances and targets. Alternative ways to participate in team games.
Cross-Curricular Links
English
Following instructions, describing techniques, spelling words with ball movements
Maths
Counting bounces, measuring distances to targets, timing activities, recognising patterns in movement
Science
Forces acting on balls, gravity and bounce height, energy transfer through fingertips
Geography
Directional language, spatial awareness, mapping pathways and routes
PSHE
Emotional regulation, resilience, teamwork, celebrating others' achievements
Teacher Guidance
Positioning
Stand where you can see all students, moving around perimeter during activities. Position near potential risk areas during games.
Observation Focus
Watch for correct fingertip technique, head up awareness, emotional responses to challenges, and safe movement patterns.
Intervention Points
Step in immediately if safety concerns arise. Provide technique feedback during natural breaks. Support students showing frustration or difficulty.
Demonstration Notes
Use clear, exaggerated movements for technique demonstration. Show common mistakes as well as correct technique. Model positive attitude and resilience throughout.
Verbal Cues
- •'Fingertips down, push gently!'
- •'Head up, eyes scanning!'
- •'Stay relaxed, breathe normally!'
- •'Change hands at the line!'
- •'Well done, keep that control!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Netball court or equivalent space minimum 30m x 15m, clear of obstacles and hazards
Surface Check
Dry, even surface suitable for ball bouncing. Check for debris, water, or damaged areas before lesson
Equipment Safety
Safety Checks
- •Check all balls are properly inflated and in good condition
- •Ensure hoops are stable and not cracked
- •Verify cones are not damaged with sharp edges
- •Confirm chalk markings are clear and safe
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls when changing direction quickly
- •Ball strikes to face or body during games
- •Trips over equipment or markings
Risk Mitigation
- •Establish clear boundaries and movement patterns
- •Ensure adequate spacing between students at all times
- •Teach and reinforce controlled movement techniques
- •Use progressive skill building from static to dynamic
- •Position teacher for maximum visibility of all students
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all students during activities
- •Monitor high-activity games closely
- •Watch for fatigue affecting control and safety
- •Intervene quickly if unsafe behaviours develop
Emergency Procedures
Stop activity immediately on safety concern. Assess injury appropriately. Apply first aid knowledge and seek additional support as needed. Have clear evacuation route available.