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Lesson 1 - Ball Control and Movement

Skill Application & Game Progression

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Year 4

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Basketball

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Big Question

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

Basketball

1 per student (30)

Check inflation - should bounce to chest height when dropped

Alternative: Size 3 or 4 basketballs for smaller hands, playground balls

Coloured Bibs

5.5 bibs

Different colours for different teams/taggers

Alternative: Coloured bands, different coloured t-shirts

Cones

6-8 cones

Mark boundaries and relay turning points

Alternative: Markers, spots, bean bags

Hoops

7 hoops

One per pair/team for treasure collection

Alternative: Circles marked with chalk, cones in circle formation

Key Vocabulary

Dribbling

Bouncing the basketball continuously using fingertips whilst moving

Triple Threat

Ready position where player can shoot, pass, or dribble - knees bent, ball at hip level

Ball Control

Keeping the basketball under your command whilst moving or stationary

Fingertip Control

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

Maintains ball control for 30 seconds continuously

Demonstrates Triple Threat with 3 key components correct

Shows improvement in coordination and ball handling

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