Lesson 2 - Dribbling Control & Awareness
Skill Application & Game Progression
•Year 4
•Basketball
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How can we maintain ball control while being aware of our environment and making quick decisions?
Learning Objectives
- To develop dribbling skills whilst maintaining control and awareness of surroundings
- To understand and apply basketball terminology including double dribble, travelling, and triple threat
- To evaluate performance using correct technical language
Key Outcomes
- Students will demonstrate improved ball control whilst dribbling in various situations
- Students will identify and explain basketball rules and terminology accurately
- Students will provide constructive feedback using appropriate technical vocabulary
Equipment & Resources Required
Check inflation levels before lesson
Alternative: Size 5 footballs if basketballs unavailable
Different colours for each pair
Alternative: Markers or bean bags
Bright colours for visibility
Alternative: Coloured bands or pinnies
For timing gate activities
Alternative: Phone timer
Key Vocabulary
Bouncing the ball continuously with one hand whilst moving
Using two hands to dribble at the same time or stopping and starting dribbling again
Moving your feet without dribbling the ball
A balanced stance where you can shoot, pass, or dribble
Turning on one foot whilst keeping the other foot planted
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from Unit 3
- Understanding of personal space
- Basic catching and bouncing techniques
Current Skills
- Dribbling with control whilst moving
- Maintaining awareness whilst handling the ball
- Understanding basketball terminology and rules
Next Steps
- Dribbling under pressure from defenders
- Passing whilst on the move
- Small-sided game situations
Milestone Indicators
Key Teaching Points
- Emphasise fingertip control rather than palm contact with ball
- Maintain head up position for environmental awareness during dribbling
- Apply basketball rules consistently: no double dribble or travelling
- Use technical vocabulary when giving feedback to partners
- Balance speed with control - violations cost points in challenges
- Basketball is non-contact: defenders can only touch the ball
- Protect the ball using body positioning when under pressure
Common Misconceptions
- Double dribble only means using two hands (actually includes stopping and starting)
- Travelling only occurs when running (actually any movement without dribbling)
- Defenders can make contact with dribblers (basketball is non-contact sport)
- Looking at ball improves control (head up position allows better decision making)
- Speed is more important than control (violations negate speed advantages)
- Technical language is only for experts (all students can use basketball vocabulary)
SEN Adaptations
ADHD
- Shorter activity bursts, clear physical boundaries, regular movement breaks, specific roles and responsibilities
dyspraxia
- Slower ball initially, extra practice time, simplified movement patterns, step-by-step skill breakdown
autism spectrum
- Clear routine structure, visual schedule of activities, quiet practice zones available, consistent language and expectations
visual impairment
- Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for navigation, tactile markers for boundaries
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, buddy system for communication, visual signals for stops and starts
physical disability
- Seated dribbling variations, larger balls for easier handling, modified court size, adapted games with wheelchair access
Cross-Curricular Links
English
Technical vocabulary development, giving descriptive feedback, listening skills during instructions
Maths
Counting gates scored, timing activities, measuring cone distances, calculating improvement percentages
Science
Forces in ball bouncing, friction between ball and court, body movement and balance principles
PSHE
Teamwork and cooperation, honest self-assessment, resilience when facing challenges, celebrating others' success
Teacher Guidance
Positioning
Move around perimeter during activities for full court visibility, central position during demonstrations and discussions
Observation Focus
Ball control quality, rule application, spatial awareness, peer interaction quality, technical language usage
Intervention Points
Step in when rules violations occur, assist struggling students with technique, facilitate better peer feedback, adjust challenge level as needed
Demonstration Notes
Always demonstrate perfect technique first, then show common mistakes for comparison, use students to demonstrate good examples when appropriate, emphasise key coaching points visually
Verbal Cues
- •'Head up, ball close!'
- •'Use your basketball words!'
- •'Protect that ball!'
- •'Eyes up, trust your hands!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Full basketball court or sports hall minimum 20m x 30m
Surface Check
Dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Check basketballs properly inflated and undamaged
- •Ensure cones have no sharp edges or cracks
- •Verify bibs are clean and appropriate size
Risk Management
Key Risks
- •Collisions between students during games
- •Loss of ball control leading to trips
- •Contact during defending activities
- •Fatigue affecting concentration
Risk Mitigation
- •Establish and enforce non-contact rules clearly
- •Ensure adequate spacing during all activities
- •Progressive skill building before pressure situations
- •Clear boundaries and safe zones identified
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility during games
- •Monitor bulldogs/sharks for legal play only
- •Watch for fatigue and adjust intensity accordingly
- •Ensure eliminated players remain engaged safely
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, clear space for treatment