Lesson 1 - Ball Control and Dribbling
Foundational Skills & Challenges
•Year 3
•Football
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How can we keep control of the ball while moving like a footballer?
Learning Objectives
- To develop control whilst dribbling the ball using different parts of the foot
- To understand the concept of possession and keeping control under pressure
- To move confidently with the ball whilst avoiding other players
Key Outcomes
- Students will demonstrate improved ball control using soft touches
- Students will show understanding of keeping possession in small games
- Students will identify key techniques for effective dribbling
Equipment & Resources Required
Scattered around area perimeter for easy collection
Alternative: Size 3 footballs for better control, foam balls for beginners
One cone placed in each corner of teaching area
Alternative: Coloured bibs, markers, or laminated cards
To mark boundaries for Pirates game (15m x 15m area)
Alternative: Markers, spots, or chalk lines
Key Vocabulary
Moving the ball with your feet while maintaining control
Having control of the ball so others cannot take it
Gentle contacts with the ball to keep it close and under control
Getting comfortable with how the ball feels and moves with your feet
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic running and moving in different directions
- Following simple instructions and stopping on command
- Understanding of personal space and moving safely
Current Skills
- Ball familiarisation using different foot parts
- Basic dribbling with soft touches
- Keeping possession under light pressure
Next Steps
- Dribbling with changes of direction
- Dribbling past static defenders
- Combining dribbling with passing
Milestone Indicators
Key Teaching Points
- Soft touches are essential for ball control - emphasise gentle contact throughout
- Head up awareness prevents collisions and develops game understanding
- Bent knees and balanced posture provide stability during dribbling
- Possession concept is crucial - foot on ball means safety and control
- Fair play and respect create enjoyable learning environment for all
- Progressive skill building from static to moving maintains confidence
- Different foot parts offer various control options - experiment and discover
Common Misconceptions
- Misconception: 'Harder touches make the ball go where I want' - Correction: Soft touches give better control and keep ball close
- Misconception: 'I need to look at the ball all the time' - Correction: Quick glances up help avoid others and see space
- Misconception: 'Fast dribbling is always better' - Correction: Controlled dribbling with good technique is more effective
- Misconception: 'Only toes should touch the ball' - Correction: Inside, outside, laces and sole all provide different control options
- Misconception: 'Pirates can take any ball they want' - Correction: Fair play rules protect possession and ensure everyone enjoys the game
SEN Adaptations
ADHD
- Break activities into shorter segments, provide regular movement breaks, use clear visual and verbal cues, celebrate small successes frequently
dyspraxia
- Allow extra practice time for coordination skills, break down movements into smaller steps, use bigger balls for easier control, provide patient encouragement
autism spectrum
- Provide clear routine structure, use visual timetables for lesson sections, allow quiet spaces for overstimulation, maintain consistent rules
visual impairment
- Use brightly coloured balls and cones, provide clear verbal descriptions of all demonstrations, pair with sighted buddy for spatial awareness
hearing impairment
- Use clear visual signals and demonstrations, provide written instruction cards, ensure student can see teacher's face for lip reading
physical disability
- Adapt to seated ball work where appropriate, use larger/lighter balls for easier manipulation, modify distances and speeds as needed
Cross-Curricular Links
English
Following multi-step instructions, using descriptive vocabulary for movements, explaining techniques to others, listening skills during demonstrations
Maths
Counting during toe taps and penguin taps, timing activities (20 seconds), spatial awareness with shapes and areas, measuring distances for game boundaries
Science
Forces when pushing ball with different foot parts, friction between ball and surface, balance and centre of gravity during dribbling
PSHE
Teamwork and cooperation during games, resilience when losing possession, respect for rules and fair play, supporting others' learning
Teacher Guidance
Positioning
Position centrally during demonstrations, move to perimeter during practice for individual feedback, maintain clear sight lines to all students
Observation Focus
Monitor ball control technique, spatial awareness, fair play behaviour, signs of fatigue or frustration
Intervention Points
Step in immediately for unsafe behaviour, provide individual support for struggling students, mediate disputes fairly
Demonstration Notes
Always demonstrate at student eye level, use exaggerated movements for clarity, involve students in demonstrations when appropriate, maintain enthusiasm throughout
Verbal Cues
- •'Soft touches like stroking a cat!'
- •'Find the space - look up!'
- •'Ball close, knees bent!'
- •'Fair play - respect the rules!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m rectangular area, clear of obstacles and hazards, with additional 2m boundary clearance
Surface Check
Flat, even surface free from holes, debris, or wet patches that could cause slipping
Equipment Safety
Safety Checks
- •Check all footballs are properly inflated and free from damage
- •Ensure cones have no sharp edges or cracks
- •Verify all equipment is age-appropriate size and weight
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls due to rapid direction changes
- •Ball strikes to head or body during close proximity work
- •Trips over balls left in movement areas
Risk Mitigation
- •Establish clear boundaries and movement rules from start
- •Maintain adequate spacing between students during all activities
- •Emphasise controlled movement over speed throughout
- •Regular reminders about spatial awareness and looking up
- •Clear ball management rules - balls stay with students or in designated areas
Supervision & Emergency Procedures
Supervision Points
- •Position centrally for maximum visibility during large group activities
- •Move around area perimeter during individual practice for close observation
- •Stand outside game area during pirates to monitor fair play and safety
- •Ensure clear sight lines to all students at all times
Emergency Procedures
Immediate stop command for dangerous situations, first aid qualified staff available, clear evacuation route maintained, incident reporting procedures followed