Lesson 3 - Dribbling Skills
Skills & Game Strategies
•Year 5
•Handball
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How can mastering dribbling techniques and understanding rules like the double fault help us become more effective players in handball?
Learning Objectives
- Use different dribbling skills both opposed and in isolation
- Understand and apply the double fault rule correctly in game situations
- Use offensive dribbling to progress quickly up the court
Key Outcomes
- Students will demonstrate controlled dribbling with proper technique
- Students will identify and avoid double fault situations
- Students will use dribbling strategically to maintain possession and attack
Equipment & Resources Required
Check correct inflation, distribute around activity area
Alternative: Size 3 footballs, basketballs
Different colours for thieves and teams
Alternative: Coloured bands, pinnies
Mark boundaries, zones, and gauntlet areas
Alternative: Markers, spot markers
Position at each end of playing area
Alternative: Cones for goals, wall targets
Key Vocabulary
Bouncing the ball continuously with one hand while moving
A foul committed when a player stops dribbling, touches the ball with two hands, then attempts to dribble again
Dribbling forward aggressively to advance towards the goal
Dribbling practice without defensive pressure
Dribbling while being defended or under pressure
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball handling skills
- Simple passing and catching
- Understanding of basic handball rules
- Stationary dribbling practice
Current Skills
- Dynamic dribbling in different situations
- Understanding and applying the double fault rule
- Using dribbling as an attacking strategy
- Dribbling under defensive pressure
Next Steps
- Advanced dribbling combinations
- Dribbling in complex game situations
- Teaching and coaching dribbling to others
- Strategic use of dribbling in team tactics
Milestone Indicators
Key Teaching Points
- Dribbling is performed with one hand only, using fingertips for control
- Double fault rule: once ball is touched with two hands, dribbling cannot resume
- Body positioning over ball provides better control and protection
- Ball should bounce consistently at hip height for optimal control
- Use non-dominant hand to shield ball from defenders
- Look ahead while dribbling, not down at the ball
- Change of pace and direction are key to beating defenders
Common Misconceptions
- Thinking you can dribble again after touching ball with two hands - this is a double fault
- Believing faster dribbling is always better - control is more important than speed
- Assuming you should always dribble forward - sometimes protecting possession is better
- Thinking only the dominant hand should be used - both hands need development
- Believing physical contact is allowed when defending - handball has strict no-contact rules
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, regular positive feedback, movement opportunities throughout
dyspraxia
- Larger balls for easier control, reduced complexity in movements, extra practice time, simplified instructions
autism spectrum
- Clear routine structure, visual schedule of activities, quiet zones available for breaks, consistent rules and expectations
visual impairment
- Use brightly coloured balls, clear verbal descriptions of activities, buddy system for guidance, tactile boundary markers
hearing impairment
- Clear visual demonstrations, written instructions available, visual signals for game rules, sign language support if available
physical disability
- Seated dribbling options, modified equipment size, adapted court dimensions, alternative scoring methods
Cross-Curricular Links
Maths
Counting dribbles and bounces, measuring distances in gauntlet setup, calculating success rates, understanding angles of ball movement
Science
Forces and motion in ball bouncing, friction between ball and hand, gravity affecting ball control, understanding muscle coordination
Geography
Spatial awareness and positioning, direction and movement concepts, mapping court layouts and player positions
PSHE
Teamwork and cooperation, resilience when facing challenges, managing emotions under pressure, fair play and respect for others
Teacher Guidance
Positioning
Stand at corner of activity area for optimal visibility of all students and activities
Observation Focus
Watch for correct dribbling technique, rule understanding, safety compliance, and engagement levels
Intervention Points
Step in when technique breaks down, rules are misunderstood, safety is compromised, or students need additional support
Demonstration Notes
Demonstrate: Always show techniques clearly and slowly first, then at game speed. Use positive examples from students when possible.
Verbal Cues
- •'Fingertips on ball!'
- •'Body over ball!'
- •'One hand only!'
- •'Look where you're going!'
- •'Remember the double fault rule!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m playing area with clear boundaries and adequate run-off space
Surface Check
Dry, even surface free from hazards, suitable for running and ball bouncing
Equipment Safety
Safety Checks
- •Check handballs are correctly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify goals/targets are stable and secure
Risk Management
Key Risks
- •Collisions between players during dribbling activities
- •Slips and falls on playing surface
- •Ball impacts from uncontrolled dribbling
- •Overexertion during high-intensity activities
Risk Mitigation
- •Clear boundaries and adequate spacing between activities
- •No physical contact rules strictly enforced
- •Progressive skill building from simple to complex
- •Regular hydration breaks during extended activities
- •Proper warm-up and cool-down procedures
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor gauntlet activities closely for safety
- •Ensure fair play and rule compliance
- •Watch for signs of fatigue or overexertion
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid or support, contact school emergency procedures if needed