Lesson 1 - Dribbling and Ball Control
Progressive Skill Integration
•Year 3
•Basketball
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How can we keep control of the ball while moving to maintain possession and beat defenders?
Learning Objectives
- To develop basic dribbling technique with fingertips and strong wrists
- To understand when, where and why to dribble in basketball
- To maintain ball control while changing direction and speed
Key Outcomes
- Students will demonstrate correct dribbling technique with knees bent and head up
- Students will show they can change direction while maintaining ball control
- Students will make decisions about when and where to dribble to avoid defenders
Equipment & Resources Required
Inflated to correct pressure for consistent bounce
Alternative: Size 3 footballs, large playground balls
Scattered throughout playing area as obstacles
Alternative: Spots, small pylons, bean bags
One colour for defenders to aid identification
Alternative: Bandanas, different coloured tops
Key Vocabulary
Bouncing the ball continuously while moving
Keeping the ball close and under your command
Having control of the ball
A player trying to gain possession of the ball
An area with no other players or obstacles
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and catching skills
- Understanding of personal space
- Simple movement patterns like walking and running
Current Skills
- Dribbling with fingertips and strong wrists
- Maintaining ball control while moving
- Changing direction while dribbling
Next Steps
- Dribbling under pressure from defenders
- Combining dribbling with passing
- Using dribbling in game situations
Milestone Indicators
Key Teaching Points
- Dribbling uses fingertips, not palms - fingertips are like gentle hammers
- Keep knees bent in athletic stance for better balance and control
- Eyes up to see spaces, teammates, and avoid collisions
- Ball should bounce to waist height for optimal control
- Protect the ball with body position when under pressure from defenders
- Change direction by using opposite hand and shifting body weight
- No physical contact allowed - defending is about positioning and movement
Common Misconceptions
- Thinking you must slap the ball hard - actually requires gentle fingertip pushing
- Believing you should always look at the ball - head up is essential for game awareness
- Assuming faster dribbling is always better - control and decision-making are more important
- Thinking dribbling is always the best option - sometimes passing or shooting is better
- Believing physical contact is allowed in basketball - emphasise non-contact nature
- Assuming only dominant hand should be used - both hands essential for good players
SEN Adaptations
ADHD
- Shorter activity intervals, clear boundaries and expectations, regular positive feedback, movement breaks incorporated naturally
dyspraxia
- Larger softer balls, reduce complexity of movements, extra practice time, break skills into smaller steps
autism spectrum
- Clear structured routines, visual schedule of activities, quiet spaces available if needed, consistent rules and expectations
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations, hand signals for instructions, written instruction cards, ensure student can see teacher clearly
physical disability
- Seated dribbling versions, larger lighter balls, modified court boundaries, adapted rules for mobility aids
Cross-Curricular Links
Maths
Counting dribbles and defender points, measuring distances between cones, timing activities in minutes and seconds
Science
Understanding forces when pushing ball down, gravity bringing ball back up, balance and body positioning
Geography
Spatial awareness and navigation around obstacles, understanding directions and space usage
PSHE
Teamwork and cooperation, managing emotions under pressure, showing respect for opponents and teammates
Teacher Guidance
Positioning
Move around perimeter to observe all students, central position for demonstrations and instructions
Observation Focus
Watch for correct fingertip contact, head up position, spatial awareness, and respectful interaction
Intervention Points
Step in if students lose control repeatedly, show unsafe behaviour, or need technique correction
Demonstration Notes
Always demonstrate techniques slowly first, then at normal speed. Use students to model good examples. Show common mistakes and corrections clearly.
Verbal Cues
- •'Fingertips like gentle hammers!'
- •'Head up, eyes scanning!'
- •'Find the space!'
- •'Protect your ball!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 15m indoor hall or outdoor hard court surface
Surface Check
Dry, level surface free from obstacles, good grip for quick direction changes
Equipment Safety
Safety Checks
- •Check balls are properly inflated for consistent bounce
- •Ensure cones are stable and have no sharp edges
- •Verify bibs are clean and in good condition
Risk Management
Key Risks
- •Collisions between students while dribbling
- •Slips and falls during direction changes
- •Ball strikes to face or body
- •Overexertion during high-intensity activities
Risk Mitigation
- •Establish clear boundaries and movement patterns
- •Emphasise no physical contact rule throughout
- •Progress gradually from static to dynamic activities
- •Maintain adequate spacing between activity groups
Supervision & Emergency Procedures
Supervision Points
- •Position to observe all activity groups simultaneously
- •Monitor high-activity areas during 1v4 games
- •Watch for fatigue and overexertion
- •Ensure rule compliance especially regarding contact
Emergency Procedures
Stop signal established for immediate cessation of activity. First aid equipment accessible. Clear evacuation routes maintained.