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Lesson 1 - Dribbling and Possession

Ball Control & Team Tactics

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Year 2

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Invasion Games

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45 min

Big Question

How can we keep control of the ball while moving towards our goal?

Learning Objectives

To develop dribbling skills with hands and feet towards a goal
To understand what being 'in possession' means in invasion games
To apply basic attacking and defending concepts in simple game situations

Key Outcomes

Students will demonstrate improved ball control while dribbling
Students will explain the difference between attacking and defending
Students will show good sportsmanship during competitive activities

Equipment & Resources Required

Balls

1 per student (30)

Distribute around area perimeter for easy collection

Alternative: Football, tennis balls, bean bags for adapted versions

Cones

8 plus extras for differentiation

Use for boundaries and 1v1 goals

Alternative: Markers, bean bags, hoops

Coloured Bibs

5 different colours

For identifying defenders and teams

Alternative: Bands, coloured cards

Key Vocabulary

Dribbling

Moving the ball using small touches while maintaining control

Possession

When your team has control of the ball

Attacker

A player whose team has possession of the ball

Defender

A player whose team does not have possession of the ball

Invasion Game

A game where two teams try to score in each other's goals

Skill Progression Pathway

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

Prior Learning

Basic ball familiarisation from reception
Understanding of personal space and boundaries
Simple cooperation skills

Current Skills

Dribbling with different parts of the foot
Understanding possession in games
Basic 1v1 attacking and defending

Next Steps

Passing and receiving skills
Team tactics and positioning
Small-sided invasion games

Milestone Indicators

Can dribble 10m while maintaining control

Correctly identifies when team has possession

Successfully completes 1v1 dribbling challenge

Key Teaching Points

Use soft touches to maintain ball control while dribbling
Keep your head up to look for space and avoid others
Possession means your team has control of the ball
When your team has possession, you are attacking
Defenders try to win the ball back for their team
Good sportsmanship makes games enjoyable for everyone
Different parts of the foot can be used for ball control

Common Misconceptions

Thinking dribbling means hitting the ball hard - correct with 'soft touches keep the ball close'
Confusing possession with position - clarify 'possession is having the ball, not where you stand'
Believing only one foot part works for dribbling - demonstrate multiple surfaces
Thinking defenders can use hands - emphasise 'feet only for winning the ball'
Assuming faster is always better - explain 'control is more important than speed'
Not understanding role changes in games - practice switching between attacking and defending

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear simple instructions

dyspraxia

Use larger equipment, reduce activity complexity, allow extra practice time, provide step-by-step visual guides

autism spectrum

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

visual impairment

Use bright coloured balls and equipment, provide verbal descriptions of demonstrations, implement buddy system for guidance

hearing impairment

Use clear visual demonstrations, employ hand signals for key instructions, provide written instruction cards

physical disability

Offer seated ball control exercises, use larger lighter balls, adapt distances for individual needs

Cross-Curricular Links

Maths

Counting scores, measuring 8-metre distances for 1v1 goals, timing activities and comparing durations

Science

Understanding forces when pushing the ball, learning about balance and stability, discussing how muscles work during exercise

Geography

Using directional language (forwards, backwards, left, right), understanding spatial concepts and area boundaries

PSHE

Developing teamwork skills, showing respect for others, managing emotions during competitive activities, celebrating others' success

Teacher Guidance

Positioning

Move around perimeter of area for optimal view of all students, position centrally during demonstrations

Observation Focus

Watch for ball control improvement, understanding of possession concept, positive social interactions

Intervention Points

Step in if students struggling with basic ball control, clarify possession concept if confusion apparent, address any unsporting behaviour immediately

Demonstration Notes

Use exaggerated movements for clarity, involve confident students in demonstrations, repeat key techniques multiple times

Verbal Cues

•'Soft touches!' for ball control
•'Head up!' for spatial awareness
•'Your team has possession!' to reinforce concept
•'Well done!' for effort and improvement

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 30m indoor hall or outdoor playground area

Surface Check

Dry, even surface free from obstacles and hazards

Equipment Safety

Safety Checks

•Check balls are properly inflated and not over-inflated
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and in good condition

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls when changing direction quickly
•Overexertion during competitive activities

Risk Mitigation

•Clear boundaries established and regularly reinforced
•Adequate spacing maintained between students during activities
•Progressive skill building from static to dynamic activities
•Regular reminders about controlled movements and looking up

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students during activities
•Monitor high-activity areas during defending games
•Watch for signs of fatigue or frustration

Emergency Procedures

Established stop signal (whistle blast), clear evacuation route identified, first aid kit accessible