Lesson 2 - Dribbling Awareness
Ball Mastery to Team Play
•Year 3
•Basketball
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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
Check inflation levels - balls should bounce to waist height when dropped from shoulder
Alternative: Size 5 footballs, large playground balls
Different colours if possible for gate identification
Alternative: Markers, spots, small equipment
For identifying bulldogs and sharks in games
Alternative: Bands, different coloured tops
For timing gate races
Alternative: Phone timer, wall clock with second hand
Key Vocabulary
Bouncing the ball continuously with one hand whilst moving
A rule violation where a player dribbles with both hands or stops dribbling then starts again
Moving your feet whilst holding the ball without dribbling
A ready position where you can pass, shoot, or dribble - feet shoulder-width apart, knees bent, ball at chest level
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
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