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Lesson 1 - Dribbling and Control

Individual Control to Team Play

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Year 5

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Football

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45 min

Big Question

How can we maintain control of the ball while moving under pressure?

Learning Objectives

To develop dribbling the ball with control using different parts of the foot
To understand when and how to change direction when dribbling
To apply dribbling skills in competitive situations

Key Outcomes

Students will demonstrate controlled dribbling using various parts of their foot
Students will show tactical awareness when dribbling under pressure
Students will apply learned techniques in game-like situations

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around area perimeter for easy collection

Alternative: Tennis balls, bean bags for control practice

Cones

Various uses - boundaries, targets, obstacles

Alternative: Markers, spot markers, bean bags

Team bibs

12 (6 each of 2 colours)

Ready for team identification in games

Alternative: Bibs, coloured t-shirts

Key Vocabulary

Dribbling

Moving the ball along the ground using your feet while maintaining control

Control

Keeping the ball close to your feet so you can move and change direction easily

Soft touches

Gentle contact with the ball that doesn't send it too far away

Pressure

When defenders are close to you and trying to win the ball

Space

Areas on the pitch where there are no other players

Skill Progression Pathway

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

Prior Learning

Basic ball familiarisation from Reception/Year 1
Simple ball control activities
Understanding of personal space and safety

Current Skills

Controlled dribbling with different parts of the foot
Dribbling under pressure
Tactical decision making

Next Steps

More complex dribbling patterns
Passing and receiving under pressure
Small-sided games with tactical focus

Milestone Indicators

Consistent ball control during movement

Appropriate use of different foot surfaces

Quick decision making under pressure

Key Teaching Points

Keep the ball close to your feet using soft, controlled touches
Use your head to look up and scan for space while dribbling
Different parts of the foot give different types of control
Dribble away from pressure towards available space
Work as a team - pass when under pressure from defenders
Maintain good body balance with knees bent while moving
Practice makes progress - keep trying even when it's difficult

Common Misconceptions

Harder kicks give better control - teach that soft touches provide more control
Only one foot should be used - encourage use of both feet
Looking down helps control - emphasise importance of head up for awareness
Dribbling straight ahead is always best - teach direction changes to avoid defenders
Speed is more important than control - demonstrate that control enables effective speed

SEN Adaptations

ADHD

Shorter activity bursts with clear objectives, regular position changes, immediate feedback, clear boundaries and rules

dyspraxia

Larger balls initially, reduced complexity of movements, extra practice time, step-by-step verbal instructions

autism spectrum

Clear visual schedule of activities, quiet zones available, consistent routines, advance warning of transitions

visual impairment

Use bright coloured balls, clear verbal descriptions of activities, buddy system for guidance, tactile cues for ball placement

hearing impairment

Clear visual demonstrations, hand signals for stop/start commands, written instruction cards, peer buddy support

physical disability

Seated dribbling versions, adapted equipment (larger/softer balls), modified playing areas, alternative scoring methods

Cross-Curricular Links

Maths

Counting scores in games, measuring distances for playing areas, angles of direction changes during dribbling

Science

Forces and friction when ball contacts different foot surfaces, body systems during exercise, physics of ball movement

Geography

Directions and spatial awareness, mapping movement patterns around the teaching area

PSHE

Teamwork and collaboration, managing emotions when losing possession, resilience and determination

Teacher Guidance

Positioning

Stand at corner of teaching area for maximum visibility, move between groups during activities

Observation Focus

Watch for ball control technique, spatial awareness, safety during defending, team cooperation

Intervention Points

Step in if students struggling with basic control, unsafe play observed, or group dynamics breaking down

Demonstration Notes

Use clear, exaggerated movements. Show incorrect technique first, then correct version. Use confident students as additional demonstrators.

Verbal Cues

•'Soft touches!'
•'Head up, look for space!'
•'Keep it close!'
•'Use different parts of your foot!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m teaching area, clear of obstacles and hazards

Surface Check

Dry, even surface free from debris, appropriate for running and quick direction changes

Equipment Safety

Safety Checks

•Footballs properly inflated to appropriate pressure
•Cones have no sharp edges or cracks
•Team bands in good condition with secure fastenings

Risk Management

Key Risks

•Collisions between students during dribbling activities
•Slips and falls on inappropriate surfaces
•Ball strikes to face or body during games

Risk Mitigation

•Clear boundaries established and maintained throughout
•Adequate spacing between students during individual activities
•Progressive skill building from static to dynamic
•Clear rules about safe defending (no slide tackles)
•Regular safety reminders throughout lesson

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas during games
•Watch for signs of fatigue or overexertion
•Ensure fair play and safe contact during defending

Emergency Procedures

Stop all activity immediately on safety signal, assess situation, provide appropriate first aid or support, clear emergency access routes