Lesson 1 - Dribbling and Control
Individual Control to Team Play
•Year 5
•Football
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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
Distributed around area perimeter for easy collection
Alternative: Tennis balls, bean bags for control practice
Various uses - boundaries, targets, obstacles
Alternative: Markers, spot markers, bean bags
Ready for team identification in games
Alternative: Bibs, coloured t-shirts
Key Vocabulary
Moving the ball along the ground using your feet while maintaining control
Keeping the ball close to your feet so you can move and change direction easily
Gentle contact with the ball that doesn't send it too far away
When defenders are close to you and trying to win the ball
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
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