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Lesson 4 - Advanced Dribbling Under Pressure

Rules & Strategy

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Year 6

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Handball

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Big Question

How can mastering dribbling techniques under pressure make you a more effective handball player?

Learning Objectives

Experience a range of contexts in which dribbling occurs under pressure
Dribble with confidence in isolation and game situations
Attempt dribbling in various ways and combine with other handball skills

Key Outcomes

Students will demonstrate controlled dribbling in pressured situations
Students will show tactical awareness of when to dribble in games
Students will combine dribbling with passing and shooting effectively

Equipment & Resources Required

Handballs

1 per student (30)

Check all balls are properly inflated and suitable for indoor use

Alternative: Size 1 footballs, basketballs for beginners

Cones

40-50

Use to create gates and boundaries for dribbling areas

Alternative: Markers, spots, or chalk lines

Ropes

15 sets

Rope should be 2-3 metres long for dragging exercises

Alternative: Large cones, or create targets with tape

Bibs

15 (one colour)

For distinguishing teams during game play

Alternative: Coloured bands or team identifiers

Goals

4-6

Set up with D-shaped areas for attacking practice

Alternative: Large cones, wall targets, or marked areas

Key Vocabulary

Dribbling

Bouncing the ball continuously while moving, using one hand at a time

Double Dribble

Illegal action of dribbling, stopping, then dribbling again

Three-Step Rule

Maximum of three steps allowed while holding the ball without dribbling

Pressure

When opponents are close and trying to win possession of the ball

Ball Control

Keeping possession of the ball while moving and under challenge

Skill Progression Pathway

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

Prior Learning

Basic ball handling and control
Understanding of three-step rule in handball
Simple passing and catching skills
Basic movement and spatial awareness

Current Skills

Controlled dribbling with alternating hands
Dribbling under pressure and in confined spaces
Combining dribbling with passing and shooting
Tactical decision-making about when to dribble

Next Steps

Advanced attacking strategies using dribbling
Complex combination plays involving multiple skills
Defensive strategies against skilled dribblers
Leadership roles in team handball tactics

Milestone Indicators

Maintains ball control for 30+ seconds of continuous dribbling

Successfully completes dribbling challenges under time pressure

Demonstrates clear understanding of when to dribble vs. pass

Shows consistent technique with both left and right hands

Key Teaching Points

Dribbling height should consistently be at waist level for optimal control
Alternate hands smoothly to develop ambidextrous skill and unpredictability
Stay on balls of feet to enable quick direction changes and reactive movement
Eyes up regularly to scan for passing opportunities and spatial awareness
Dribble with purpose - to advance position, beat defenders, or create opportunities
Combine dribbling with three-step rule understanding for legal play
Use dribbling strategically rather than automatically in game situations

Common Misconceptions

Higher dribbling is better - correct with waist-height control focus
Always dribble when you get the ball - teach tactical decision-making
Dribbling with dominant hand only - emphasise alternating hand technique
Can dribble indefinitely in handball - clarify three-step and double dribble rules
Dribbling is just about individual skill - connect to team strategy and tactics

SEN Adaptations

ADHD

Shorter activity bursts with clear transitions, provide specific roles and responsibilities, regular movement breaks

dyspraxia

Use larger equipment, reduce complexity of movement patterns, provide extra practice time and encouragement

autism spectrum

Provide clear structure and routine, visual schedule of activities, quiet spaces available if needed

visual impairment

Use bright coloured balls and equipment, provide clear verbal descriptions of all activities, buddy system for spatial guidance

hearing impairment

Use visual demonstrations and hand signals, provide written activity cards, ensure clear line of sight for lip reading

physical disability

Modify dribbling height and speed requirements, use larger balls if needed, adapted court sizes

Cross-Curricular Links

English

Following complex instructions, using technical vocabulary, communication during games

Science

Understanding forces in ball bouncing, reaction times, coordination and motor skills

PSHE

Teamwork and cooperation, resilience when facing challenges, fair play and respect

Teacher Guidance

Positioning

Move between activity areas to observe all students, position for maximum visibility during demonstrations

Observation Focus

Technical dribbling proficiency, tactical decision-making, rule compliance, social interaction

Intervention Points

Step in for safety concerns, provide technique coaching, facilitate conflict resolution

Demonstration Notes

Use exaggerated movements for technique teaching, provide both correct and incorrect examples for comparison

Verbal Cues

•'Waist height bouncing!'
•'Alternate those hands!'
•'Eyes up, scan for space!'
•'Smart choice - dribble or pass?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 30m x 20m indoor space or outdoor hard court area

Surface Check

Non-slip surface free from water, debris, or hazards that could cause falls

Equipment Safety

Safety Checks

•All handballs properly inflated and suitable for year group
•Cones checked for stability and no sharp edges
•Ropes inspected for fraying or damage
•Goals secured and stable

Risk Management

Key Risks

•Collisions during fast-paced dribbling activities
•Rope entanglement during hoop dragging
•Ball strikes during game play
•Slips during direction changes

Risk Mitigation

•Clear boundaries and adequate spacing established
•Progressive skill building from slow to game pace
•Constant supervision during rope activities
•Emphasis on controlled movements and spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all activity areas
•Active monitoring during high-intensity phases
•Immediate intervention if unsafe behaviour observed

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact school medical support if needed