Lesson 1 - Dribbling and Control
Foundation Skills & Game Sense
•Year 4
•Football
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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
Distributed around area perimeter for easy collection
Alternative: Large playground balls, size 3 footballs for younger students
Placed in corners of playing area, clearly visible
Alternative: Coloured markers, bean bags, or coloured bibs
Key Vocabulary
Moving the ball with your feet while maintaining control
Having control of the ball
Keeping the ball close to you and where you want it
Contact between your foot and the ball
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
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