Lesson 2 - Dribbling Under Pressure
Individual Control to Team Play
•Year 5
•Football
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
How can we maintain ball control when defenders are trying to win possession?
Learning Objectives
- To be able to dribble the ball under pressure with increasing control
- To develop decision-making skills when faced with defensive pressure
- To understand when to use different parts of the foot for ball control
Key Outcomes
- Students will demonstrate improved ball control when defenders apply pressure
- Students will show tactical awareness by making appropriate decisions with the ball
- Students will use various parts of the foot effectively to maintain possession
Equipment & Resources Required
Distributed around area perimeter for easy collection
Alternative: Size 3 footballs for smaller feet, tennis balls for close control practice
Used to mark boundaries and create activity zones
Alternative: Markers, bean bags, or chalk lines
For identifying teams and defenders in activities
Alternative: Coloured bibs or different coloured t-shirts
Key Vocabulary
Moving the ball using small touches with different parts of the foot while maintaining control
When a defender is close enough to challenge for possession of the ball
The ability to receive, hold and move the ball using various parts of the foot
Understanding where there is room to move on the pitch
Keeping the ball very near to your feet when defenders are nearby
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control using inside and outside of foot
- Simple dribbling in unopposed situations
- Understanding of basic football rules and fair play
Current Skills
- Dribbling under defensive pressure
- Using all parts of the foot for ball control
- Decision-making in 1v1 situations
Next Steps
- Dribbling in tight spaces with multiple defenders
- Advanced dribbling techniques and feints
- Combining dribbling with passing and shooting
Milestone Indicators
Key Teaching Points
- Use different parts of the foot (inside, outside, sole, laces) for varied ball control
- Keep the ball close to feet when defenders apply pressure
- Push the ball further ahead when space is available from defenders
- Maintain bent knees and balanced body position for better control
- Make quick decisions between dribbling, passing, and protecting the ball
- Use body to shield the ball from defenders without making contact
- Develop spatial awareness to recognise pressure and space situations
Common Misconceptions
- Students think they must always dribble forward in straight lines - teach direction changes and backwards movement
- Belief that only strong foot should be used - emphasise both feet development
- Assumption that bigger touches are faster - demonstrate control benefits of smaller touches
- Thinking that physical contact with defenders is acceptable - reinforce no-contact rules
- Misconception that looking down at ball is necessary - encourage head up play
- Belief that dribbling is always better than passing - teach decision-making about when to do each
SEN Adaptations
ADHD
- Break activities into shorter segments, provide movement breaks, use clear boundaries, give specific roles and responsibilities
dyspraxia
- Use larger equipment for easier handling, reduce complexity of movements, provide extra practice time, offer step-by-step guidance
autism spectrum
- Provide clear routine and structure, give advance warning of activity changes, offer quiet space if needed, use visual schedule
visual impairment
- Use brightly coloured balls and equipment, provide clear verbal descriptions of space and activities, pair with sighted buddy for guidance
hearing impairment
- Use clear visual demonstrations and hand signals, provide written instructions on cards, ensure face-to-face communication
physical disability
- Adapt to seated play with hands if needed, use larger/softer balls, modify rules for accessibility, adjust playing area size
Cross-Curricular Links
English
Communication during tactical discussions, vocabulary development with football terms, listening skills during instructions
Maths
Spatial awareness and geometry through movement patterns, counting touches and passes, measuring distances for game areas
Science
Forces and motion in ball movement, friction between ball and surface, body systems during exercise and pressure situations
Geography
Directional language and spatial concepts, mapping movement around playing area, understanding of space and boundaries
PSHE
Teamwork and cooperation, resilience when facing challenges, managing emotions under pressure, fair play and respect for others
Teacher Guidance
Positioning
Central position allowing view of all activities, move closer to pressure situations, rotate between game areas
Observation Focus
Watch for skill application under pressure, decision-making quality, fair play and sporting behaviour
Intervention Points
Step in if challenges become unfair, support struggling students, manage over-competitive behaviour
Demonstration Notes
Show correct technique clearly, exaggerate key points for visibility, use students as positive examples when appropriate
Verbal Cues
- •'Ball close when defenders near!'
- •'Use the space when you have it!'
- •'Soft touches for control!'
- •'Well done for fair play!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m for main activities, additional space for multiple game areas
Surface Check
Dry, even grass or artificial surface free from holes, debris or standing water
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and not damaged
- •Ensure cones have no sharp edges or cracks
- •Verify team bands are not frayed or torn
Risk Management
Key Risks
- •Collisions between students during dribbling
- •Slips and falls on wet or uneven surfaces
- •Ball strikes to face or body
- •Over-competitive behaviour leading to contact
Risk Mitigation
- •Clear boundaries established and maintained
- •Adequate spacing between activities and students
- •Emphasis on no physical contact during defending
- •Progressive skill building from unopposed to opposed
- •Regular breaks to prevent fatigue-related incidents
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all activity areas
- •Monitor pressure activities closely for fair play
- •Move between groups during game situations
- •Watch for signs of frustration or over-competitiveness
Emergency Procedures
Stop activity immediately if injury occurs, assess situation, provide appropriate first aid, contact school emergency procedures if needed