Lesson 1 - Dribbling and Passing Fundamentals
Foundational Skills & Confidence
•Year 7
•Football
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How can we link dribbling and passing skills to create effective movement patterns in football?
Learning Objectives
- Link skills to perform actions and sequences of movement
- Demonstrate leadership skills in team situations
- Show understanding and interpretation of rules while accepting decisions
Key Outcomes
- Students will execute controlled dribbling using appropriate parts of the foot
- Students will demonstrate accurate passing with correct technique
- Students will link dribbling and passing in continuous movement sequences
- Students will show leadership through communication and encouragement
Equipment & Resources Required
Distributed around circle perimeters, inflated to correct pressure
Alternative: Size 3 or 4 balls for smaller students, tennis balls for close control practice
Bright colours for visibility, placed securely to avoid trips
Alternative: Plastic markers, chalk lines on tarmac
Clean and appropriate sizes available
Alternative: Coloured bands, different coloured balls per team
For timing activities and rotations
Alternative: Phone timer, class clock
Key Vocabulary
Moving the ball with your feet while maintaining close control
Striking the ball with your foot to send it accurately to a teammate
The first contact with the ball when receiving a pass
Keeping the ball close to your feet and ready for the next action
Varying your speed to deceive opponents or create space
Using your voice and body language to help teammates
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic ball familiarity from Key Stage 2
- Understanding of simple game rules
- Experience working in groups
Current Skills
- Controlled dribbling technique
- Accurate passing with correct technique
- Linking skills in movement sequences
- Leadership and communication
Next Steps
- Shooting and finishing techniques
- Defensive positioning and tackling
- Advanced passing combinations
- Small-sided game tactics
Milestone Indicators
Key Teaching Points
- Ball control is achieved through small, frequent touches with inside and outside of foot
- Accurate passing requires plant foot beside ball, inside foot contact, and follow-through to target
- First touch should cushion the ball and set up the next action immediately
- Communication between players improves team performance and creates better passing opportunities
- Linking skills together in sequences is more effective than isolated techniques
- Change of pace creates space and deceives opponents during dribbling
- Leadership in football includes encouraging teammates and making positive decisions
Common Misconceptions
- Misconception: 'Dribbling means running as fast as possible with the ball' - Correction: Control and change of pace are more important than pure speed
- Misconception: 'Good players only use their stronger foot' - Correction: Developing both feet makes you unpredictable and more effective
- Misconception: 'Passing hard makes it more accurate' - Correction: Controlled passing with appropriate weight is more effective
- Misconception: 'Looking down at the ball helps control' - Correction: Head up allows you to see opportunities and avoid collisions
- Misconception: 'Skills don't matter in games' - Correction: Technical skills are essential for successful game performance
SEN Adaptations
ADHD
- Short activity bursts with variety, clear boundaries and expectations, regular positive feedback, movement breaks integrated
dyspraxia
- Larger, softer balls for easier control, reduced complexity of combinations, extra practice time, step-by-step breakdowns
autism spectrum
- Clear, predictable routines, visual schedule of activities, quiet zones available, warning before activity changes
visual impairment
- Use brightly coloured balls and equipment, verbal descriptions of all demonstrations, buddy system for guidance, audio cues for direction
hearing impairment
- Visual demonstrations with clear hand signals, written instruction cards, positioning close to teacher, use of vibrant visual cues
physical disability
- Seated versions of activities where possible, modified equipment sizes, adapted distances, alternative roles such as coaching
Cross-Curricular Links
English
Communication skills, following instructions, technical vocabulary development, descriptive language
Science
Understanding forces in ball movement, body systems during exercise, physics of ball control
Geography
Spatial awareness, directions and orientations, mapping movement patterns
Mathematics
Calculating passing distances, angles of movement, timing sequences, scoring and statistics
PSHE
Teamwork and cooperation, managing emotions during competition, resilience when learning new skills
Teacher Guidance
Positioning
Central location between activity groups, moving to provide individual feedback
Observation Focus
Technical execution, safety awareness, positive interaction, skill progression
Intervention Points
Poor technique affecting learning, unsafe behaviour, lack of inclusion, equipment issues
Demonstration Notes
Use clear, exaggerated movements for visibility, involve students in demonstrations, repeat key points multiple times
Verbal Cues
- •'Soft touches with the ball!'
- •'Head up, see your options!'
- •'Great communication!'
- •'Keep the ball close!'
- •'Well done, try with your other foot!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 40m x 30m outdoor space or large sports hall
Surface Check
Even surface free from holes, debris, or wet patches
Equipment Safety
Safety Checks
- •Check footballs are correctly inflated and undamaged
- •Ensure cones are stable and visible
- •Bibs are clean and appropriate sizes available
Risk Management
Key Risks
- •Player collisions during movement activities
- •Slips and falls on wet surfaces
- •Ball strikes to head or body
- •Overexertion leading to injury
Risk Mitigation
- •Clear boundaries established for all activities
- •Adequate spacing maintained between groups
- •Progressive skill building from simple to complex
- •Regular breaks and hydration opportunities
- •Immediate response to any safety concerns
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor high-activity areas during games
- •Move between groups during skill practice
- •Maintain awareness of student fatigue levels
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required