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Lesson 1 - Refine Dribbling

Strategic Play & Team Dynamics

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Year 4

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Basketball

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45 min

Big Question

How can we keep control and possession of the ball when dribbling in basketball?

Learning Objectives

To refine dribbling technique to maintain control and possession of the ball
To apply dribbling skills under pressure to beat an opponent
To understand when, where and why to dribble in game situations

Key Outcomes

Students will demonstrate improved dribbling control with correct technique
Students will show ability to dribble into space under pressure
Students will understand the triple threat concept and apply it in games

Equipment & Resources Required

Basketball

1 per student (30)

Pre-positioned around the activity area for quick collection

Alternative: Size 5 balls or rubber playground balls for better control

Cones

20-30 marker cones

Used to define areas and create obstacles

Alternative: Bean bags or spot markers

Bibs

15 (three different colours)

For team identification in games

Alternative: Coloured bands or team markers

Key Vocabulary

Dribbling

Moving with the ball by bouncing it continuously with fingertips

Triple Threat

A position where a player can shoot, pass, or dribble

Possession

Having control of the ball

Space

An area on the court with no defenders

Pressure

When a defender is close and trying to gain possession

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic ball handling and control from Year 3
Simple dribbling in static positions
Understanding of personal space and ball control

Current Skills

Refined dribbling technique with fingertips and strong wrists
Dribbling with head up for spatial awareness
Changing speed and direction when dribbling

Next Steps

Combining dribbling with passing and shooting
Advanced dribbling moves and feints
Strategic dribbling in complex game situations

Milestone Indicators

Consistent ball control while moving

Ability to dribble under pressure

Understanding of when to dribble versus pass

Key Teaching Points

Dribbling technique: fingertips, knees bent, head up for spatial awareness
Ball control under pressure while maintaining correct technique
Triple threat concept as decision-making framework
Using both hands equally for ambidextrous ball handling
Body position to protect the ball from defenders
Smart movement into space away from defensive pressure
Teamwork and communication in game situations

Common Misconceptions

Using palms instead of fingertips reduces control - correct by emphasising 'piano playing' finger action
Looking down at the ball is safer - explain that head up position prevents collisions and allows better decision-making
Dribbling is always the best option - teach triple threat concept to evaluate shoot/pass/dribble choices
Bouncing ball high makes it easier - demonstrate how low, controlled bounces keep ball closer and safer
Only need to use dominant hand - emphasise both-handed practice for unpredictable game situations

SEN Adaptations

ADHD

Shorter activity blocks, clear boundaries, regular movement breaks, positive reinforcement for focus and control

dyspraxia

Larger balls initially, slower pace activities, extra practice time, simplified instructions with visual support

autism spectrum

Clear routine structure, visual schedule of activities, quiet space available if needed, consistent verbal cues and expectations

visual impairment

Use brightly coloured balls, verbal cues for direction, buddy system for spatial guidance, tactile markers for boundaries

hearing impairment

Visual demonstrations, hand signals for instructions, written or picture cards for key points, ensure face-to-face communication

physical disability

Seated dribbling variations, larger softer balls, modified court size, adapted defending rules allowing wheelchair use

Cross-Curricular Links

Maths

Counting dribbles and scores, timing activities, calculating success rates, understanding angles of ball movement

Science

Forces in ball bouncing, friction between ball and surface, reaction times, body systems during exercise

Geography

Spatial awareness, direction and movement, mapping court areas

PSHE

Teamwork and cooperation, resilience when facing challenges, leadership skills, managing emotions in competitive situations

Teacher Guidance

Positioning

Position at edge of activity area with clear sight of all students, move between groups during activities

Observation Focus

Watch for technique (fingertips, head up, knees bent), spatial awareness, and safe play

Intervention Points

Step in if technique breakdown occurs, safety rules ignored, or students becoming frustrated

Demonstration Notes

Demonstrate: Exaggerate correct technique for visibility, show common mistakes clearly for comparison, use positive student examples

Verbal Cues

•'Fingertips like playing piano!'
•'Head up, see the space!'
•'Bend those knees, athletic position!'
•'Protect your ball with your body!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 20m clear space, ideally sports hall or large playground area

Surface Check

Non-slip surface free from water, debris or hazards

Equipment Safety

Safety Checks

•Check basketballs are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Confirm bibs are clean and fit appropriately

Risk Management

Key Risks

•Collisions between students during dribbling activities
•Slips from over-enthusiasm or poor ball control
•Ball strikes to face or body during defensive activities

Risk Mitigation

•Clear boundaries established and understood
•Adequate spacing maintained between activities
•Progressive skill building from stationary to moving
•Emphasis on ball contact only, no body contact
•Regular safety reminders during activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all groups
•Move around actively during activities
•Monitor Bull in the Ring closely for contact rules
•Watch for fatigue and adjust intensity accordingly

Emergency Procedures

Stop activity immediately, assess injury, provide appropriate first aid and support, follow school protocols for serious injuries