Lesson 1 - Ball Control and Movement
Skill Application & Game Progression
•Year 4
•Basketball
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How can we use our whole body to control a basketball while moving at different speeds?
Learning Objectives
- To develop ball control using both hands in static and dynamic situations
- To demonstrate the Triple Threat position with correct body positioning
- To apply ball handling skills in game-like situations with increasing complexity
Key Outcomes
- Students will control a basketball using both hands whilst stationary and moving
- Students will perform the Triple Threat position with correct technique
- Students will demonstrate agility, balance, coordination and precision in basketball activities
Equipment & Resources Required
Check inflation - should bounce to chest height when dropped
Alternative: Size 3 or 4 basketballs for smaller hands, playground balls
Different colours for different teams/taggers
Alternative: Coloured bands, different coloured t-shirts
Mark boundaries and relay turning points
Alternative: Markers, spots, bean bags
One per pair/team for treasure collection
Alternative: Circles marked with chalk, cones in circle formation
Key Vocabulary
Bouncing the basketball continuously using fingertips whilst moving
Ready position where player can shoot, pass, or dribble - knees bent, ball at hip level
Keeping the basketball under your command whilst moving or stationary
Using the pads of fingers to push the basketball, not the palm
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic catching and throwing with various sized balls
- Understanding of personal space and spatial awareness
- Experience with simple coordination activities
Current Skills
- Ball control using both hands
- Stationary and moving dribbling
- Triple Threat position
- Ball familiarisation movements
Next Steps
- Advanced dribbling techniques (crossover, behind back)
- Ball control under pressure from defenders
- Combining dribbling with passing and shooting
Milestone Indicators
Key Teaching Points
- Emphasise fingertip ball control over palm slapping for proper dribbling technique
- Maintain Triple Threat position as foundation for all basketball skills
- Keep ball close to body (within step reach) during all dribbling activities
- Prioritise technique and control over speed in all activities
- Encourage positive peer observation and specific feedback
- Balance individual skill development with team cooperation
- Celebrate effort and improvement alongside achievement
Common Misconceptions
- Misconception: Dribbling faster means better control. Correction: Control comes first, speed develops naturally with practice
- Misconception: Using palm to hit ball is correct technique. Correction: Fingertips push the ball down with control
- Misconception: Looking at ball while dribbling is necessary. Correction: Head up for awareness, trust your hand feel
- Misconception: Triple Threat is just standing still. Correction: It's an active, ready position for multiple options
- Misconception: Only tall people can be good at basketball. Correction: Ball control and skill matter more than height
SEN Adaptations
ADHD
- Build in regular movement breaks, keep instructions short and clear, provide fidget alternatives, use positive behaviour reinforcement frequently
dyspraxia
- Use larger, softer balls initially, break down skills into smaller steps, allow extra practice time, provide visual cues for positioning
autism spectrum
- Provide clear visual schedule of lesson activities, offer quiet space if overwhelmed, use consistent routine for activities, prepare for changes in advance
visual impairment
- Use bright orange or yellow basketballs for better contrast, provide verbal descriptions of all demonstrations, assign sighted buddy for spatial guidance
hearing impairment
- Use clear visual demonstrations and hand signals, ensure student can see teacher's face for lip reading, use visual freeze signals instead of verbal
physical disability
- Modify to seated dribbling where appropriate, use lighter balls or different sized balls, adjust relay distances, provide wheelchair accessible pathways
Cross-Curricular Links
Maths
Counting dribbles and bounces, timing activities in seconds, calculating team relay scores, recognising patterns in ball movement
Science
Understanding forces in ball bouncing, gravity and motion, hand-eye coordination and reaction time, energy transfer from hand to ball
Geography
Spatial awareness and directions, understanding personal space and boundaries, mapping movement patterns around the area
PSHE
Teamwork and cooperation, resilience when facing challenges, leadership skills, celebrating others' achievements and managing disappointment
Teacher Guidance
Positioning
Stand at corners or centre of activity area for maximum visibility of all students, move during activities to observe different groups
Observation Focus
Watch for proper ball handling technique, safe movement patterns, positive peer interactions, and individual skill development
Intervention Points
Step in if students losing control consistently, unsafe play developing, or negative peer interactions occurring
Demonstration Notes
Use exaggerated movements for clear visibility, demonstrate both correct technique and common mistakes for contrast, involve confident students in demonstrations
Verbal Cues
- •'Fingertips on the ball, not palms!'
- •'Keep that ball close like your pet!'
- •'Head up, eyes forward!'
- •'Triple Threat position - ready for anything!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 20m x 30m indoor space or equivalent outdoor hard surface area, free from obstacles
Surface Check
Non-slip surface essential for dribbling activities, check for wet patches or debris before lesson
Equipment Safety
Safety Checks
- •All basketballs properly inflated - should bounce to chest height when dropped
- •Check balls for damage or rough patches that could cause injury
- •Ensure adequate number of balls to avoid sharing conflicts
- •Traffic cones secured and not cracked or sharp
Risk Management
Key Risks
- •Ball collisions during dynamic activities
- •Students losing balance when dribbling at speed
- •Overcrowding during relay and game activities
- •Inappropriate physical contact during tag games
Risk Mitigation
- •Clear boundaries and movement pathways established before activities begin
- •Emphasis on controlled movement over speed in all activities
- •Proper spacing maintained between students and pairs during activities
- •Clear rules about safe tagging and no physical ball-grabbing
Supervision & Emergency Procedures
Supervision Points
- •Position to observe maximum number of students during activities
- •Monitor relay handover areas for safe transitions
- •Watch for fatigue leading to poor technique and increased injury risk
- •Ensure fair play and appropriate competitive behaviour
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, and modify activity if necessary to prevent reoccurrence