Lesson 2 - Protective Dribbling
Skills & Tactics Overview
•Year 3
•Basketball
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How can we use our body to protect the ball and keep possession from defenders?
Learning Objectives
- To develop protective dribbling skills against opposition
- To apply turning and shielding techniques whilst maintaining ball control
- To understand and follow basketball rules during game situations
Key Outcomes
- Students will demonstrate protective dribbling using body position and arm placement
- Students will show improved ball control when under pressure from defenders
- Students will apply basketball rules consistently during small-sided games
Equipment & Resources Required
Pre-positioned around area perimeter for easy collection
Alternative: Size 3 footballs, large playground balls for easier handling
Two colours available for team identification
Alternative: Different coloured pinnies, house team shirts
Keep handy for traffic light variations and area marking
Alternative: Coloured bean bags, hoops for visual signals
Mark 20m x 20m area and smaller 10m x 10m zones
Alternative: Existing playground markings, chalk lines
Key Vocabulary
Using your body as a barrier between the defender and the ball whilst dribbling
Dribbling the ball from hand to hand in a V-shape to change direction
Stopping your dribble and then starting to dribble again, which is against the rules
Moving with the ball without dribbling it, which is against basketball rules
Using your body to block the defender's access to the ball
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling and stationary dribbling
- Understanding of personal space and movement
- Introduction to basketball rules from previous lesson
Current Skills
- Protective dribbling technique using body position
- V-dribble for changing direction
- Applying pressure as a defender whilst following rules
Next Steps
- Passing under pressure from defenders
- Moving into space to receive passes
- Introduction to simple basketball tactics
Milestone Indicators
Key Teaching Points
- Protective dribbling requires turning the back to create a body barrier between defender and ball
- Low body position with bent knees provides better stability and control during pressure situations
- Non-dribbling arm extends out to create additional space and protection from defenders
- V-dribble technique changes direction effectively when space is available to move
- Decision-making between protective dribbling and V-dribble depends on defender's position and available space
- Basketball rules of double dribble and travelling must be maintained even under defensive pressure
- Fair play and respect for opponents are essential even in competitive situations
Common Misconceptions
- Thinking protective dribbling means running away - it's about creating space using body position
- Believing harder dribbling means better control - soft hands and fingertip control are more effective
- Assuming defenders should be aggressive - controlled pressure teaches better technique
- Thinking V-dribble can be used when closely marked - it requires space to be effective
- Believing only talented students can master protective dribbling - it's a skill all can develop with practice
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, frequent positive feedback, movement breaks, leadership roles to maintain engagement
dyspraxia
- Larger, softer basketballs, reduced complexity in multi-step skills, extra practice time, break down techniques into smaller components
autism spectrum
- Clear routine structure, visual timetable of activities, quiet zones available, consistent language and signals, prepare for activity changes
visual impairment
- Use brightly coloured basketballs, provide clear verbal descriptions of techniques, pair with sighted buddy for spatial awareness
hearing impairment
- Use clear visual demonstrations, hand signals for commands, written instruction cards, buddy system for rule explanations
physical disability
- Seated basketball version using wheelchair or chair, larger balls for easier handling, adapted distances for throwing, modified protective positions
Cross-Curricular Links
English
Following complex instructions, using descriptive language during reflection, listening skills during rule explanations and discussions
Maths
Counting touches and scores, timing 30-second intervals, measuring distances for area setup, angles of body position for optimal protection
Science
Forces and friction when dribbling, balance and centre of gravity for stability, reaction time and coordination during games
PSHE
Teamwork and cooperation, managing emotions under pressure, fair play and honesty, celebrating others' successes and showing resilience when losing possession
Teacher Guidance
Positioning
Move around perimeter for visibility, position centrally for demonstrations, stay mobile during games
Observation Focus
Watch for correct protective body position, monitor defensive pressure levels, check rule application
Intervention Points
Step in if physical contact becomes excessive, support struggling students with individual guidance, manage group dynamics
Demonstration Notes
Use clear, exaggerated movements for key teaching points, involve students in demonstrations, show both correct and incorrect techniques for comparison
Verbal Cues
- •'Get low, make a barrier!'
- •'Turn your back to the defender!'
- •'Soft hands on the ball!'
- •'Eyes up, not down!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m with additional 10m x 10m zones marked out for group games
Surface Check
Dry, even surface free from hazards, suitable for dribbling basketballs
Equipment Safety
Safety Checks
- •Check basketballs are correctly inflated - not too hard
- •Ensure team bands fit properly and won't restrict movement
- •Verify cones have no sharp edges or cracks
Risk Management
Key Risks
- •Ball collisions during dribbling activities
- •Slips from poor footwork or wet surfaces
- •Physical contact during defensive activities
- •Overexertion from continuous activity
Risk Mitigation
- •Clear boundaries and adequate spacing between students
- •Emphasise controlled contact - no grabbing or pushing
- •Progressive skill building from static to dynamic
- •Regular hydration breaks in warm weather
- •Modify activities for students with specific needs
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during games
- •Monitor physical contact levels during Ball Steal activity
- •Watch for signs of frustration or overcompetitive behaviour
- •Ensure inclusive participation and appropriate challenges
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid support, contact office if required