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Lesson 1 - Dribbling and Control

Foundation Skills & Game Sense

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Year 4

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Football

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45 min

Big Question

How can I keep the ball close to me while moving past defenders?

Learning Objectives

To develop control whilst dribbling the ball with different parts of the foot
To learn to move away from defenders whilst maintaining ball possession
To understand when and how to use different dribbling techniques effectively

Key Outcomes

Students will be able to dribble with increasing control using various parts of their foot
Students will demonstrate improved ball control in dynamic situations
Students will show understanding of when they have been successful in maintaining possession

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Large playground balls, size 3 footballs for younger students

Cones

8-12

Placed in corners of playing area, clearly visible

Alternative: Coloured markers, bean bags, or coloured bibs

Key Vocabulary

Dribbling

Moving the ball with your feet while maintaining control

Possession

Having control of the ball

Control

Keeping the ball close to you and where you want it

Touch

Contact between your foot and the ball

Space

An area on the field with no other players

Skill Progression Pathway

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

Prior Learning

Basic ball familiarisation skills
Understanding of personal space and movement
Basic knowledge of football equipment and safety

Current Skills

Dribbling with control using different parts of the foot
Moving with the ball in dynamic situations
Maintaining possession under pressure

Next Steps

Passing the ball accurately to teammates
Combining dribbling with passing in game situations
Tactical awareness of when to dribble vs pass

Milestone Indicators

Consistent ball control during movement

Successful evasion of defenders

Appropriate decision-making about when to dribble

Key Teaching Points

Emphasise soft touches and close ball control throughout all activities
Consistently reinforce the importance of keeping head up while dribbling
Connect all activities back to the central concept of maintaining possession
Use progressive skill building from static to dynamic situations
Maintain focus on fair play and safety during all game-based activities
Provide specific, immediate feedback on foot positioning and ball contact
Celebrate effort and improvement over natural ability or competitive success

Common Misconceptions

Students often think hitting the ball harder gives more control - emphasise soft touches
Many believe they must always look at the ball - teach the balance between ball awareness and spatial vision
Some students think dribbling is only about speed - demonstrate how control and decision-making are more important
Students may believe only one part of the foot should be used - show versatility of different surfaces
Some think possession means never letting anyone near the ball - teach when to protect vs when to move away

SEN Adaptations

ADHD

Short activity bursts with clear boundaries, regular movement breaks built in, frequent positive feedback and clear expectations

dyspraxia

Larger balls for easier control, extra practice time for new skills, break down complex movements into smaller steps

autism spectrum

Clear visual schedule of activities, quiet area available if needed, consistent routines and predictable structure

visual impairment

Use brightly coloured balls and cones, provide verbal descriptions of demonstrations, buddy system for guidance around area

hearing impairment

Use visual demonstrations and hand signals, written instructions on display board, ensure good visual contact when speaking

physical disability

Seated ball control exercises, modified equipment like larger balls, adapted distances and smaller areas as needed

Cross-Curricular Links

Maths

Counting touches and toe taps, measuring distances between cones, timing activities and calculating improvements

Science

Understanding forces when kicking ball, friction between foot and ball, balance and coordination of body systems

Geography

Directional language (forwards, backwards, sideways), spatial awareness and navigation around area

PSHE

Teamwork and cooperation, resilience when facing challenges, managing emotions during competitive activities, respecting others and playing fairly

Teacher Guidance

Positioning

Stand at corner or edge of area for visibility of all students, move around during activities for individual feedback

Observation Focus

Watch for ball control technique, spatial awareness, safety compliance, and engagement levels

Intervention Points

Step in if students struggling with technique, unsafe behaviour observed, or game becoming too competitive

Demonstration Notes

Demonstrate all techniques clearly before student practice, use exaggerated movements for visibility, repeat demonstrations as needed

Verbal Cues

•'Soft touches!'
•'Head up!'
•'Find space!'
•'Keep it close!'
•'Well done!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m area for main activities, 15m x 15m for pirates game

Surface Check

Dry, even surface free from hazards, stones, or obstacles

Equipment Safety

Safety Checks

•Check footballs are properly inflated and in good condition
•Ensure cones have no sharp edges or cracks
•Confirm adequate number of balls to prevent sharing conflicts

Risk Management

Key Risks

•Collisions between students during movement activities
•Slips and falls on wet or uneven surfaces
•Ball strikes to face or body during practice
•Overexertion during high-intensity activities

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between students during individual practice
•Progressive skill building from static to dynamic activities
•Emphasis on spatial awareness and head up positioning
•No physical contact rules clearly established for games

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Move around area during activities to observe individuals
•Monitor high-activity areas like game boundaries
•Watch for signs of fatigue or overexertion

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, provide appropriate first aid or seek assistance, ensure other students are supervised