Dribbling in Teams

Lesson 4 of 10: Dribble, Protect, Score!

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Year Levels: 1-2

Duration: 50 minutes

Class size: 25 students

Learning Area: Health and Physical Education (HPE)

Location: Indoor or outdoor space suitable for movement and ball activities

Equipment:

• 12 foam or lightweight soccer-style balls (size 3 or suitable for young children)
• Cones to mark boundaries and zones (approx. 20 cones)
• Bibs/pinnies to differentiate teams/partners
• Whistle
• Stopwatch or timer

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Curriculum Alignment

Victorian Curriculum F-10 Health and Physical Education 2.0 Relevant Content Descriptions:

• AC9HP2M02 – Investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness.
• ACPPS022 – Participate in games with and against others, playing fairly and with respect for rules and safety.
• ACPPS023 – Develop fundamental movement skills of running, catching, kicking, striking and bouncing with increasing control and coordination.
• ACPMP024 – Perform movement sequences using combinations of fundamental movement skills with coordinated actions.

Achievement Standard focus for Years 1 and 2:

• Students develop control, sequencing and spatial awareness while moving and handling equipment, demonstrating emerging ball skills within partner and team scenarios that include simple tactical movement and fair play.

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Lesson Objectives (WALT)

We Are Learning To:

• Develop dribbling skills in pairs, keeping control of the ball while moving together.
• Practice protecting the ball from a passive defender using body positioning and space.
• Use teamwork and communication strategies to maintain possession and successfully dribble in small games.

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Success Criteria (I Can…)

• I can dribble a ball while moving with a partner.
• I can use my body to protect the ball from a defender.
• I can work with my partner to keep control of the ball and move together.
• I can show respect for rules and take turns fairly.

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Spanish Vocabulary for CLIL Approach

(Use naturally throughout the lesson to embed language learning and reinforce concepts)

• Pelota (ball)
• Driblar (to dribble)
• Defensa (defender)
• Protejer (to protect)
• Equipo (team)
• Pasar (to pass)
• Turno (turn)
• Jugar (to play)

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Behaviour & Safety Expectations

• Listen to instructions carefully and follow safety rules.
• Keep control of your ball and respect others’ space.
• Use equipment safely and return it after use.
• Play fairly and encourage your teammates.

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Lesson Breakdown

1. Retrieval (5–8 minutes)

Active warm-up: "Pelota Pass"

• Form pairs and gently pass the ball rolling between each other using feet while standing ~2 metres apart.
• Teacher counts passes together: How many can you do without dropping the ball?
• Focus reminder: keep ball close and controlled. Encourage use of “pelota” and “pasar” when instructing.

2. Goals (3–5 minutes)

• Teacher shares WALT and success criteria on the board, reading together improved with partner (peer supported).
• Explain how dribbling in teams helps us protect the ball and work together.
• Quick discussion question: "Why do we need to protect the ball?" "How can your body help protect the pelota?"

3. Learning – I Do, We Do, You Do (10–15 minutes total)

I Do (3 minutes):

• Demonstrate basic dribbling with ball at feet while walking slowly, emphasising small controlled touches.
• Model how to "shield" the ball using your body sideways between defender and ball (use a cone or student as passive defender).
• Use simple cues: “Close,” “Shield,” “Move,” “Look”
• Spanish integration: "Mira la pelota," "Usa tu cuerpo para proteger."

We Do (5 minutes):

• In pairs, student A dribbles while student B acts as a passive defender (holding arms down, minimal pressure).
• Rotate roles after 2 minutes.
• Teacher questions: “¿Dónde está la pelota? ¿Dónde está tu cuerpo?” (“Where is the ball? Where is your body?”)
• Provide guided tips: keep ball close, side-step, use arms safely to protect space.

You Do (5-7 minutes):

• Pairs practice dribbling together along a marked lane (cones 5m long), defending passively.
• Challenge pairs to keep control and move forward without losing the ball.
• Encourage use of “equipo” and communicate in Spanish where possible.

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4. Consolidation (15–20 minutes)

Game-based activity: Small-sided Dribble Protect Match

• Split class into 5 teams of 5 (2 teams play at a time, others rotate).
• Mark two small fields (cones) for games, approximately 10m x 15m.
• Objective: Teams try to move the ball across the opponent’s zone by dribbling and protecting possession from passive defenders.
• Rules:
• No tackling, only passive defender shadowing.
• Players must dribble the ball while protecting it.
• Encourage passing to partner for support (“pasar”) and strategic shielding.
• Teacher circulates, giving feedback, prompting strategies: "¿Cómo puedes proteger la pelota más?"
• Differentiation: Use bigger, softer balls for students needing support; challenge faster dribblers by adding light defensive pressure.

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5. Show Me What You Know (5 minutes)

Reflection and demonstration:

• Students explain to a partner or group how they protected their ball and worked with their partner (“Yo protegí la pelota usando mi cuerpo” / “I protected the ball using my body”).
• Volunteers demonstrate a quick dribble and shielding skill to the class.
• Recap “I can” success criteria, asking self and peer check: “Can you dribble and protect the ball in partners?”
• End with positive teacher feedback highlighting effort, teamwork, and respect.

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Differentiation and Extension

• Support: Use larger, softer balls; reduce distance to dribble; provide one-on-one support or pair with confident partner.
• Scaffold: Use verbal cues and visual demonstrations; model body positioning clearly.
• Extension: Introduce a gentle passive defender who can try to intercept but no physical contact; encourage students to try feints or quick changes of direction in dribbling.

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This lesson integrates key elements from the Victorian Curriculum HPE 2.0 for Years 1-2, focusing on developing fundamental ball skills with teamwork and strategy, while embedding Spanish terms for linguistic enrichment supporting your bilingual teaching context. The structure follows your adapted 50-minute PE model closely, maximising active time and student engagement. This practical, inclusive, and language-rich approach encourages fair play, teamwork, and confidence in fundamental movement skills.