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Lesson 3 - Dribbling and Close Control

Football Fundamentals & Skills

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Year 8

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Football

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Big Question

How can we use dribbling skills and close control to create attacking opportunities and outwit defenders in football?

Learning Objectives

To perform basic dribbling techniques with control and precision
To outwit opponents using disguise, feints and changes of pace/direction
To apply dribbling skills effectively in small-sided games making tactical decisions

Key Outcomes

Students will demonstrate controlled dribbling with appropriate timing
Students will successfully beat defenders using taught techniques
Students will make effective decisions about when to dribble versus pass in game situations

Equipment & Resources Required

Softballs

1 per student (30)

Distributed around pitch perimeter before lesson

Alternative: Size 4 balls for better control, futsal balls for enhanced touch

Coloured Bibs

15 (two colours)

Sorted by colour ready for team games

Alternative: Coloured bands or pinnies

Throw Down Markers

Used to mark grid squares and target areas

Alternative: Cones or chalk lines

Goals

6 small goals or poles

Positioned at ends of practice areas

Alternative: Cones set 2 metres apart

Cones

Various colours for different activities

Alternative: Marker discs or chalk marks

Score Sheets

Clipboards ready for peer and self-assessment

Alternative: Digital assessment app or observation cards

Key Vocabulary

Dribbling

Moving the ball forward while maintaining close control using small touches

Close control

Keeping the ball within playing distance to maintain possession

Feint

A deceptive movement to mislead an opponent about intended direction

Disguise

Hiding true intentions through body language and ball manipulation

Change of pace

Varying speed of movement to unbalance defenders

2v1 situation

Two attackers working together against one defender

Skill Progression Pathway

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

Prior Learning

Basic ball control with inside and outside of foot
Simple running with the ball
Understanding of football rules and boundaries

Current Skills

Close control dribbling techniques
Using feints and disguise to beat defenders
Decision making in 1v1 and 2v1 situations

Next Steps

Combination play linking dribbling with passing
Advanced skills like stepovers and turns
Tactical awareness in larger game formats

Milestone Indicators

Can maintain ball control while changing direction

Successfully beats a defender 3 out of 5 attempts

Makes appropriate decisions to dribble or pass in game situations

Key Teaching Points

Close control is achieved through small, frequent touches using inside and outside of both feet
Slow approach to defenders allows for better control and decision-making opportunities
Feints and disguise work best when combined with change of pace and direction
Creating 2v1 situations gives attackers numerical advantage and better success chances
Ball out of feet technique is crucial when space becomes available for acceleration
Decision-making between dribbling and passing depends on defensive positioning and support options
Positive attitude and resilience are essential when facing defensive pressure and skill challenges

Common Misconceptions

Misconception: Faster dribbling is always better. Reality: Control and timing are more important than speed
Misconception: Only use dominant foot for dribbling. Reality: Both feet must be developed for effective disguise
Misconception: Always try to beat every defender. Reality: Sometimes passing is the better tactical choice
Misconception: Fancy skills are most important. Reality: Simple, well-executed techniques are most effective
Misconception: Individual brilliance wins games. Reality: Team coordination and 2v1 situations create better opportunities

SEN Adaptations

ADHD

Break activities into shorter segments, provide regular movement breaks, use clear visual boundaries, offer choice in roles and responsibilities

dyspraxia

Use larger equipment initially, reduce activity complexity, provide extra practice time, offer verbal rehearsal of movement patterns

autism spectrum

Provide clear visual schedules, establish consistent routines, offer quiet zones for breaks, use social stories for game rules and expectations

visual impairment

Use bright coloured balls and cones, provide clear verbal descriptions of activities, implement buddy system for guidance, use tactile markers for boundaries

hearing impairment

Use visual demonstrations extensively, implement hand signals for key instructions, provide written activity cards, ensure face-to-face communication

physical disability

Offer seated dribbling variations, modify distances and pace, provide larger/softer balls for easier control, adapt goals and targets as needed

Cross-Curricular Links

English

Technical vocabulary development, communication skills during team work, descriptive language for movement analysis

Maths

Calculating success rates in percentage, measuring distances for practice areas, understanding angles of movement and ball direction

Science

Forces and motion in ball control, friction between boot and ball, balance and centre of gravity during movements

Geography

Spatial awareness and positioning, understanding of directions and coordinates in game situations

PSHE

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

Teacher Guidance

Positioning

Stand at corner of activity area for maximum visibility, move to support struggling students

Observation Focus

Watch for technique development, decision-making quality, and safety compliance

Intervention Points

Step in when students struggling with technique, safety concerns arise, or behaviour needs correction

Demonstration Notes

Use clear, exaggerated movements for technique demonstration, involve confident students in showing skills, provide positive examples rather than highlighting mistakes

Verbal Cues

•'Slow in, quick out!' for approach technique
•'Ball close, head up!' for control reminders
•'Trust your skills!' for confidence building
•'Work together!' for team cooperation

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 40m x 30m for full lesson, clear of obstacles and hazards

Surface Check

Dry, even grass or artificial surface free from holes, glass and debris

Equipment Safety

Safety Checks

•Check footballs are properly inflated and undamaged
•Ensure cones have no sharp edges or cracks
•Verify goals are stable and securely positioned
•Check bibs are clean and undamaged

Risk Management

Key Risks

•Collisions between students during dribbling practice
•Slips and falls on wet or uneven surfaces
•Ball strikes to face or body during games
•Overexertion in competitive situations

Risk Mitigation

•Clear boundaries established with adequate spacing
•Progressive skill building from simple to complex
•Emphasis on control over speed in early practices
•Appropriate supervision ratios maintained
•Weather conditions assessed before outdoor activities

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all students
•Monitor high-activity areas like goal mouths
•Watch for signs of fatigue or frustration
•Ensure fair play and appropriate contact levels

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required, inform school leadership