Lesson 2 - Dribbling Under Pressure
Advanced Techniques & Tactics
•Year 6
•Football
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How can we maintain control of the ball when defenders are challenging us?
Learning Objectives
- To be able to dribble the ball with increasing control under pressure
- To understand when and how to use different parts of the foot for ball control
- To develop decision-making skills when facing defensive pressure
Key Outcomes
- Students will demonstrate improved ball control when facing defensive pressure
- Students will show understanding of spatial awareness and when to accelerate or slow down
- Students will apply tactical decision-making in small-sided games
Equipment & Resources Required
Distributed around playing area perimeter for easy collection
Alternative: Size 3 footballs for smaller students, tennis balls for fine motor skill development
Mark boundaries, create boxes, and designate specific areas
Alternative: Spot markers, rugby balls as markers
Separate into attackers, defenders, and neutral for different activities
Alternative: Coloured pinnies, different coloured tops
Key Vocabulary
Moving the ball forward while maintaining close control using feet
When defenders are close and challenging for possession
Gentle, controlled contact with the ball to maintain possession
Keeping the ball within playing distance to prevent defenders winning it
Areas on the field where there are no defenders
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball control and dribbling technique
- Understanding of different parts of the foot
- Experience with simple dribbling activities
Current Skills
- Dribbling under pressure
- Decision-making with the ball
- Tactical awareness in defensive situations
Next Steps
- Advanced dribbling techniques and skills
- Combination play and passing under pressure
- Small-sided game tactics
Milestone Indicators
Key Teaching Points
- Keep the ball close to your feet when defenders are near
- Use soft touches to maintain control under pressure
- Scan for space and make quick decisions
- Use your body to protect the ball from defenders
- Practice with all parts of your foot to become unpredictable
- Stay calm and composed when facing defensive pressure
- Communication and teamwork are essential in games
Common Misconceptions
- Students think they must always dribble fast - teach when to slow down for control
- Belief that only one foot part should be used - encourage variety and unpredictability
- Assumption that bigger touches make you faster - demonstrate efficiency of close control
- Thinking defenders are 'enemies' - emphasise respect and fair competition
- Misconception that losing the ball means failure - frame as learning opportunity
SEN Adaptations
ADHD
- Shorter activity segments with clear transitions, regular movement breaks, clear boundaries and rules, positive reinforcement systems
dyspraxia
- Larger, softer balls initially, extra practice time for motor skills, simplified movement patterns, step-by-step instruction breakdown
autism spectrum
- Clear visual schedule of activities, quiet break area available, predictable routine structure, advance warning of activity changes
visual impairment
- Use brightly coloured balls and equipment, provide verbal descriptions of activities, buddy system for navigation, audio cues for boundaries
hearing impairment
- Visual demonstrations for all instructions, hand signals for key commands, written activity cards, ensure student can see teacher clearly
physical disability
- Seated dribbling options, adapted ball sizes, modified rules for mobility differences, peer support partnerships
Cross-Curricular Links
Maths
Spatial awareness and geometry through movement patterns, counting touches and time, measuring distances
Science
Forces and motion in ball control, balance and coordination, physical effects of exercise on body
Geography
Directional language, mapping movement patterns, understanding of space and positioning
PSHE
Teamwork and cooperation, resilience when facing challenges, respect and fair play, emotional regulation under pressure
Teacher Guidance
Positioning
Move around perimeter of area to observe all students, position at corners during games for best visibility
Observation Focus
Watch for technique application under pressure, decision-making quality, and fair play behaviours
Intervention Points
Step in if students struggling with pressure, safety concerns arise, or rules need clarification
Demonstration Notes
Use clear, exaggerated movements when showing techniques, ensure all students can see, repeat demonstrations as needed
Verbal Cues
- •'Soft touches when defenders are near!'
- •'Keep your head up to find space!'
- •'Protect the ball with your body!'
- •'Well done for fair play!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 30m x 20m clear space for main activities, additional smaller areas for 3v3 games
Surface Check
Dry, even grass or sports hall surface free from holes, debris, or hazards
Equipment Safety
Safety Checks
- •Check footballs are properly inflated and in good condition
- •Ensure cones have no sharp edges or cracks
- •Verify team bands/bibs are clean and tear-free
Risk Management
Key Risks
- •Collisions between students during games
- •Falls when changing direction or under pressure
- •Ball strikes to head or body during close play
Risk Mitigation
- •Clear boundaries established and communicated
- •Adequate spacing between simultaneous activities
- •Progressive skill building from simple to complex
- •Emphasis on controlled movement and fair play
- •Regular safety reminders during activities
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Move between groups during multiple activities
- •Monitor physical contact levels in games
- •Watch for fatigue affecting safety
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate first aid, seek additional help if needed