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Lesson 2 - Ball Control and Dribbling Skills

Essential Skill Foundations

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Year 2

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Fundamental Movement Skills

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45 min

Big Question

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

Balls

20 (2 different colours)

Check all balls are properly inflated before lesson

Alternative: Size 3 footballs, playground balls, or rubber balls

Hoops

15-20

Arrange 9 in 3x3 grid for warm-up, scatter remainder for game activities

Alternative: Chalk circles, poly spots, or markers

Cones

12-15

Set up zigzag courses and boundary markers

Alternative: Plastic bottles, markers, or PE equipment

Chalk

5.5 pieces

Pre-mark letters on playground surface before lesson

Alternative: Laminated letter cards, rope letters, or painted markings

Key Vocabulary

Dribbling

Bouncing a ball continuously using fingertips to maintain control whilst moving

Ball Control

Keeping the ball close to your body and under your influence at all times

Fingertips

The soft pads at the end of your fingers used for pushing the ball down

Pathway

The route you take when moving, including changes of direction

Awareness

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

Can dribble for 10+ consecutive bounces

Maintains control when changing direction

Demonstrates positive attitude when challenged

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.