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Lesson 2 - Dribbling Awareness

Ball Mastery to Team Play

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Year 3

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Basketball

•

1h 7min

Big Question

How can I control the ball while moving and stay aware of others around me?

Learning Objectives

To develop the ability to dribble the ball whilst maintaining control and keeping head up
To understand and apply basketball terminology including double dribble, travelling, and triple threat position
To evaluate and assess the performance of others using correct technical language

Key Outcomes

Students will demonstrate controlled dribbling whilst moving through space
Students will recognise and identify rule violations in basketball
Students will use appropriate technical vocabulary when assessing peer performance

Equipment & Resources Required

Basketball

1 per student (30)

Check inflation levels - balls should bounce to waist height when dropped from shoulder

Alternative: Size 5 footballs, large playground balls

Cones

60 (2 per student)

Different colours if possible for gate identification

Alternative: Markers, spots, small equipment

Coloured Bibs

6-8

For identifying bulldogs and sharks in games

Alternative: Bands, different coloured tops

Stopwatch

For timing gate races

Alternative: Phone timer, wall clock with second hand

Key Vocabulary

Dribbling

Bouncing the ball continuously with one hand whilst moving

Double Dribble

A rule violation where a player dribbles with both hands or stops dribbling then starts again

Travelling

Moving your feet whilst holding the ball without dribbling

Triple Threat Position

A ready position where you can pass, shoot, or dribble - feet shoulder-width apart, knees bent, ball at chest level

Pivoting

Keeping one foot planted whilst moving the other foot to change direction

Skill Progression Pathway

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

Prior Learning

Basic ball handling skills from previous lessons
Understanding of personal space and general space
Basic knowledge of basketball equipment

Current Skills

Controlled dribbling whilst moving
Spatial awareness whilst dribbling
Understanding of basketball rules and terminology
Peer assessment using technical language

Next Steps

Dribbling under pressure in game situations
Changing direction and speed whilst dribbling
Combining dribbling with other basketball skills

Milestone Indicators

Maintains ball control whilst moving

Keeps head up during dribbling

Uses correct basketball terminology

Provides constructive feedback to peers

Key Teaching Points

Emphasise ball control over speed - technique before pace
Use technical basketball vocabulary consistently throughout lesson
Reinforce no-contact rules in all defensive situations
Encourage peer assessment using specific, constructive language
Build spatial awareness progressively from individual to group activities
Connect rule understanding to practical application
Celebrate both effort and achievement equally

Common Misconceptions

Faster dribbling always means better performance - emphasise control first
Physical contact is acceptable in defence - reinforce basketball's non-contact nature
Double dribble only means using both hands - clarify it includes stopping and restarting
Looking at the ball is necessary for control - encourage head up awareness
Peer assessment should only identify mistakes - promote positive and constructive feedback

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear boundaries, offer frequent positive feedback and movement breaks

dyspraxia

Use larger equipment, reduce complexity of movements, provide extra practice time and verbal prompts

autism spectrum

Provide clear structure and routines, use visual schedules, offer quiet zones and sensory breaks

visual impairment

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

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure face-to-face communication

physical disability

Adapt to seated dribbling where possible, use larger/lighter balls, modify distances and timing

Cross-Curricular Links

English

Technical vocabulary development, descriptive language for peer assessment, speaking and listening skills

Maths

Counting gates, timing activities, scoring systems, spatial awareness and geometry through gate positioning

Science

Forces and motion in ball bouncing, gravity effects on dribbling, reaction times in defensive situations

Computing

Following algorithms in game rules, logical thinking in tactical decisions, systematic approaches to skill development

Teacher Guidance

Positioning

Stand at corners of activity area for maximum visibility, move closer during skill demonstrations, central position during circle discussions

Observation Focus

Watch for correct dribbling technique, rule compliance, quality of peer feedback, and inclusive participation

Intervention Points

Step in if unsafe play develops, provide support for struggling students, redirect off-task behaviour, facilitate peer interactions

Demonstration Notes

Use exaggerated movements for clarity, show both correct and incorrect techniques, involve students in demonstrations when appropriate

Verbal Cues

•'Fingertips on the ball!'
•'Head up, eyes forward!'
•'Control first, speed second!'
•'Use basketball words!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 20m indoor space or half basketball court, clear of obstacles and with non-slip surface

Surface Check

Dry, even surface free from trip hazards, adequate grip for quick direction changes

Equipment Safety

Safety Checks

•Check basketballs are properly inflated to correct pressure
•Ensure cones have no sharp edges or cracks
•Verify bibs are clean and appropriate size

Risk Management

Key Risks

•Collisions between students during dribbling games
•Slips and falls from poor surface conditions
•Ball strikes to face or body
•Overexertion during competitive activities

Risk Mitigation

•Establish clear boundaries and movement patterns
•Emphasise no-contact rules throughout lesson
•Maintain adequate spacing between activities
•Progressive skill building from stationary to dynamic

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during game sections
•Watch for fatigue and overexertion signs
•Ensure inclusive participation and positive interactions

Emergency Procedures

Stop activity immediately if injury occurs, assess severity, provide appropriate first aid, contact school medical staff if required