Dribbling Skills Development

Lesson Overview

This 50-minute lesson for Year 2 students focuses on developing dribbling with feet, aligning with the Western Australian Curriculum for Health and Physical Education (HPE). The lesson promotes fundamental movement skills, body coordination, and spatial awareness through enjoyable and inclusive activities tailored to young learners.

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Curriculum Links

Content Descriptions (Western Australian Curriculum v9 - Health and Physical Education)

• AC9HP2M01: Practise fundamental movement skills and apply them in a variety of movement situations.
• AC9HP2M02: Investigate different ways of moving their body, manipulating objects and space, and draw conclusions about their effectiveness.
• AC9HP2M05: Apply strategies to work collaboratively when participating in physical activities.

Achievement Standard Alignment

By the end of Year 2, students should demonstrate competence in performing fundamental movement skills such as dribbling with feet, and use these skills effectively in game situations with control and coordination.

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Learning Objectives

By the end of the lesson, students will:

1. Understand the basic technique of dribbling a ball with their feet.
2. Develop coordination and control when moving while dribbling.
3. Apply dribbling skills in individual and partner activities.
4. Collaborate effectively to support peers during group movement activities.

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Lesson Plan

1. Welcome and Warm-Up (10 minutes)

• Activity: "Follow the Leader" with dribbling movements.
• Details: Teacher leads students around the space, demonstrating slow dribbling with feet, including changes in speed, direction, and stops.
• Purpose: Prepare muscles and joints, introduce ball control, and engage students.
• Teacher cues: “Keep your eyes on the ball and use the inside of your foot to tap the ball gently.”

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2. Skill Introduction and Demonstration (5 minutes)

• Focus: Demonstrate the correct dribbling technique: using the inside of the foot, soft touches, keeping the ball close.
• Visuals: Use a large floor display or posters illustrating foot placement and ball control.
• Key points:
  • Use small touches.
  • Keep the ball close to your feet.
  • Look ahead occasionally, not just at the ball.

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3. Individual Dribbling Practice (10 minutes)

• Activity: Dribble in a defined space avoiding cones or markers.
• Instructions: Students dribble the ball around obstacles at a controlled pace.
• Challenge: Try to change direction and speed while maintaining control.
• Teacher support: Give individual feedback, encourage use of both feet.

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4. Partner Dribbling Challenge (10 minutes)

• Activity: Paired dribbling mirror game.
• Instructions: One student leads the dribbling pattern (direction, speed), the partner follows mimicking their movements without losing control of their ball.
• Objective: To develop spatial awareness, cooperation, and observation skills.
• Physical distancing: Maintain safe space between pairs complying with current guidelines.

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5. Mini Dribbling Games (10 minutes)

• Game example: "Dribble Tag"
• Instructions: Students try to tag others by touching their ball while maintaining control of their own ball.
• Rules: No using hands, stay within the game boundary, be aware of others.
• Skills: Applies dribbling in a social, dynamic context.
• Teacher role: Monitor safe play, remind students about control and fairness.

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6. Cool Down and Reflection (5 minutes)

• Activity: Gentle ball passing in a circle and deep breathing.
• Discussion prompts:
  • What was easy or difficult about dribbling today?
  • How did you use your feet to control the ball?
  • How did working with a partner help you?
• Purpose: Calm body, reinforce learning, encourage sharing of experiences.

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Assessment

• Formative assessment during activities via observation of:
  • Use of foot technique to dribble.
  • Ball control and spatial awareness.
  • Ability to follow instructions and collaborate with a partner.
• Peer feedback encouraged during partner activities, fostering social skills.

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Equipment Needed

• Size 3 soft footballs or soccer balls suitable for Year 2 students (1 per student).
• Cones or markers to create obstacle courses.
• Open playing space (gymnasium or playground).

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Differentiation and Inclusion

• Provide larger, softer balls or lighter balls for students requiring motor skill adaptations.
• Allow extra space or reduce obstacle numbers for beginners.
• Pair students strategically to support peer mentoring.

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This lesson carefully balances skill development with social interaction and fun, perfectly aligning with the Australian Curriculum v9 Health and Physical Education objectives for Year 2 students in Western Australia, ensuring engagement and effective learning of dribbling with feet skills .