Lesson 4 - Dribbling & Ball Control
Tactical Attacking & Defending
•Year 4
•Football
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How can we use dribbling skills to help our team keep possession and create scoring opportunities?
Learning Objectives
- Use dribbling skills to progress forward while maintaining ball control
- Combine dribbling and passing to benefit team possession
- Apply dribbling skills effectively in game situations
Key Outcomes
- Students will demonstrate controlled dribbling using inside and outside of foot
- Students will show when to dribble versus when to pass in game situations
- Students will apply dribbling skills under pressure from defenders
Equipment & Resources Required
Distribute around playing area perimeter for easy collection
Alternative: Size 3 footballs for better control, soft-touch balls for beginners
Use for slalom courses and area boundaries
Alternative: Plastic markers, small obstacles, bean bags
For team identification in possession games
Alternative: Team bands, different coloured t-shirts
Position at ends of playing areas for extension activities
Alternative: Cones as goal posts, target areas marked with cones
Key Vocabulary
Moving the ball forward while maintaining close control using different parts of the foot
Using the inside surface of your foot to control and move the ball
Using the outside surface of your foot to control and move the ball
When your team has control of the ball
Keeping the ball near your feet so you can change direction quickly
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using different parts of the foot
- Simple passing techniques
- Understanding of possession in football
Current Skills
- Controlled dribbling using inside and outside of foot
- Dribbling around static obstacles
- Decision making between dribbling and passing
- Dribbling under pressure
Next Steps
- Advanced dribbling techniques and feints
- 1v1 attacking and defending skills
- Creating and exploiting space in game situations
Milestone Indicators
Key Teaching Points
- Keep the ball close to your feet at all times - within one step distance
- Use inside and outside of foot alternately for best control around obstacles
- Look up regularly while dribbling to see space and teammates
- Go wider when facing pressure from defenders rather than trying to go through them
- Make quick decisions between dribbling and passing based on available options
- Maintain ball control even when excited or under pressure
- Use dribbling to create opportunities for your team, not just individual glory
Common Misconceptions
- That dribbling should always be at maximum speed - correct with emphasis on control first
- That dribbling is only about individual skill - show how it helps team possession
- That you should always try to dribble past defenders - teach when to pass instead
- That ball juggling is the same as dribbling - explain difference between airborne and ground control
- That only the best players should attempt dribbling - encourage all students to try
SEN Adaptations
ADHD
- Shorter activity bursts with clear start/stop signals, fidget balls for waiting times, clear boundaries and expectations, immediate positive feedback
dyspraxia
- Larger, softer balls initially, simplified movement patterns, extra demonstration time, patient progression through skills
autism spectrum
- Clear visual routine cards, consistent activity structure, quiet zone available if needed, advance warning of activity changes
visual impairment
- Use brightly coloured balls and cones, provide clear verbal descriptions of activities, use tactile markers for boundaries, buddy system for guidance
hearing impairment
- Use visual demonstrations extensively, hand signals for instructions, written activity sheets, ensure student can see teacher's face when speaking
physical disability
- Adapted dribbling using hands for wheelchair users, modified courses with wider gaps, seated versions of activities, different sized balls
Cross-Curricular Links
Maths
Counting consecutive passes to 5, measuring distances for slalom courses, angles of movement around cones, calculating team scores
Science
Forces and friction between ball and foot, body systems working during exercise, balance and coordination
Geography
Directions and spatial awareness when dribbling, mapping movement patterns around obstacles
PSHE
Teamwork and cooperation, perseverance when learning new skills, managing emotions in competitive situations
Teacher Guidance
Positioning
Move around different activities to provide individual feedback, position where you can see all groups during games
Observation Focus
Watch for ball control technique, decision-making in games, effort and attitude, inclusion of all students
Intervention Points
Step in if defenders become too aggressive, help students who are struggling with basic control, mediate any conflicts during games
Demonstration Notes
Use clear, exaggerated movements when showing technique, involve confident students in demonstrations, break down complex skills into simple steps
Verbal Cues
- •'Soft touches!'
- •'Look up, find space!'
- •'Protect the ball!'
- •'Good decision to dribble/pass!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m, clear of obstacles and hazards
Surface Check
Even, dry surface free from debris, holes, or slippery areas
Equipment Safety
Safety Checks
- •Check footballs are properly inflated but not over-inflated
- •Ensure cones are stable and have no sharp edges
- •Verify goals are secure and appropriate height
Risk Management
Key Risks
- •Collisions between students during possession games
- •Trips and falls when dribbling at speed
- •Ball strikes to face or body
- •Overexertion in warm/hot conditions
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing between groups
- •Progressive skill building from walking to jogging pace
- •Regular water breaks if needed
- •Clear rules about physical contact in games
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups
- •Monitor high-activity areas during possession games
- •Watch for students showing signs of fatigue or frustration
- •Ensure defenders follow no-tackling rules
Emergency Procedures
Stop, assess, provide appropriate first aid or support, seek additional help if needed