Lesson 1 - Dribbling Control and Rules
Skill Integration Mastery
•Year 5
•Basketball
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How can we maintain control of the basketball while following the game rules?
Learning Objectives
- To be able to dribble the ball with control whilst abiding by double dribble and travelling rules
- To understand and apply basketball rules consistently during game situations
- To develop spatial awareness and decision-making when dribbling under pressure
Key Outcomes
- Students will demonstrate controlled dribbling using correct technique at waist height
- Students will explain and follow double dribble and travelling rules during activities
- Students will make tactical decisions about when to dribble, pass, or move into space
Equipment & Resources Required
Check inflation levels - should bounce to waist height when dropped
Alternative: Large playground balls, netballs if basketballs unavailable
Various colours useful for different team identification
Alternative: Markers, bean bags, or chalk lines
Minimum 4 different colours needed for group activities
Alternative: Coloured pinnards, different coloured t-shirts
Key Vocabulary
Bouncing the ball continuously with one hand while moving
Illegal move where a player dribbles, stops, then dribbles again
Moving with the ball without dribbling - against the rules
Using fingertips and gentle touch to control the ball
Keeping head up to see teammates, opponents, and spaces
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills from previous units
- Understanding of personal and general space
- Experience with simple passing and catching activities
Current Skills
- Controlled dribbling using correct hand positioning
- Understanding and application of basketball rules
- Decision-making under pressure in game situations
Next Steps
- Advanced dribbling moves and change of direction
- Shooting techniques and accuracy
- Team tactics and positional play in basketball
Milestone Indicators
Key Teaching Points
- Dribble with fingertips using soft hands, never slap the ball with palms
- Maintain waist-height bouncing with ball slightly in front and to the side
- Keep head up for court vision - essential for avoiding collisions and finding teammates
- Double dribble rule: cannot dribble, catch, then dribble again
- Travelling rule: cannot move with ball unless dribbling continuously
- Decision-making: read the situation before choosing to dribble or pass
- Fair play and honesty in self-officiating builds character and game understanding
Common Misconceptions
- Students think harder dribbling equals better control - emphasise gentle touch
- Belief that speed is more important than technique - stress control first
- Confusion about when dribbling officially 'stops' for double dribble rule
- Thinking they must dribble with dominant hand only - encourage both hands
- Assumption that looking at ball improves control - emphasise peripheral vision
- Misconception that basketball rules don't apply in practice games
SEN Adaptations
ADHD
- Shorter activity bursts with clear breaks, immediate feedback, leadership roles to maintain engagement, movement breaks between instructions
dyspraxia
- Larger equipment for easier handling, slower pace introduction, extra practice time for skill development, partner support
autism spectrum
- Clear routine structure, visual schedule of activities, quiet space available, predictable transitions with warnings
visual impairment
- Use brightly coloured balls, verbal descriptions of demonstrations, tactile boundary markers, buddy system for spatial awareness
hearing impairment
- Visual demonstrations with clear gestures, written instruction cards, hand signals for game commands, ensure face-to-face communication
physical disability
- Seated dribbling variations, larger softer balls, reduced court sizes, modified rules allowing multiple bounces or catches
Cross-Curricular Links
English
Following complex instructions, using basketball vocabulary correctly, explaining rules and tactics to others
Maths
Counting dribbles and passes, measuring court dimensions, calculating game scores, timing activities with stopwatches
Science
Understanding forces in bouncing balls, gravity effects on ball trajectory, friction between ball and surface
PSHE
Teamwork and cooperation, honesty in self-officiating, dealing with competitive pressure, respect for rules and opponents
Teacher Guidance
Positioning
Central position during demonstrations, perimeter patrol during activities, corner positioning for game observation
Observation Focus
Watch for correct dribbling technique, rule compliance, spatial awareness, and positive interaction
Intervention Points
Step in when students struggle with basic technique, rule understanding unclear, or unsafe play develops
Demonstration Notes
Always demonstrate technique slowly first, then at game speed. Use student demonstrators to show variety and build confidence. Emphasise key coaching points visually.
Verbal Cues
- •'Soft hands, like you're patting a puppy!'
- •'Waist high, waist high!'
- •'Head up, eyes scanning!'
- •'Find the space, then fill it!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 25m x 20m indoor or outdoor hard surface area, clear of obstacles
Surface Check
Non-slip surface essential for dribbling activities, check for wet patches or debris
Equipment Safety
Safety Checks
- •Check basketballs are properly inflated - should bounce to waist height when dropped
- •Inspect balls for damage or excessive wear that might cause unpredictable bounces
- •Ensure cones are in good condition with no sharp edges or cracks
Risk Management
Key Risks
- •Collisions between students during movement activities
- •Slips and falls on hard surfaces
- •Ball strikes from poor passing or loss of control
- •Overexertion during extended dribbling activities
Risk Mitigation
- •Clear boundaries established and maintained throughout lesson
- •Adequate spacing enforced between students during individual practice
- •Progressive skill building prevents overambitious attempts
- •Regular hydration breaks in extended activities
- •Emphasis on control over speed in all activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all groups during game activities
- •Monitor high-activity areas during traffic lights and group challenges
- •Watch for signs of fatigue affecting coordination and decision-making
Emergency Procedures
Stop activity immediately on 'FREEZE' command, assess situation, provide appropriate first aid support, clear area if needed