Focused Dribble Games

Overview

This is lesson 9 of 10 in “Mastering Dribble and Evade”. Students strengthen decision-making and game strategies using small-sided games that require dribbling, evading, and choosing the best option quickly.

Learning intentions

Students will be able to:

• dribble with control while scanning for space and teammates
• evade an opponent using a change of direction/pace
• make simple decisions in small-sided games (pass, dribble, or shoot)
• apply fair play, safe movement, and positive teamwork in modified games

Success criteria

• I can dribble (toe/foot control) while looking up to make decisions.
• I can evade by using space, fakes, and a change of direction/pace.
• I can choose to pass, dribble, or shoot appropriately in the game.
• I can use fair play and safe spacing rules with others.

Curriculum links

• Movement and Physical Activity: learn and apply fundamental movement skills in modified games.
• Organising movement: practise skills with increasing complexity and apply simple tactics.
• Health, wellbeing and safety: follow rules, use safe practices, and show respectful behaviour.
• Personal and social capability through teamwork, communication, and fair play.

Lesson structure (50 minutes)

1. 5:00–8:00 Retrieval warm-up game “Evade & Go” grid: students dribble low under control (cones define lanes). On your whistle, they change direction to escape a “tagger” (no contact). Quick restart after every tag/escape. Teacher prompts: “Mira arriba (look up)!” and “Cambio de dirección (change direction)!”

2. 8:00–12:00 Goals + success criteria (WALT) WALT: “We are learning to choose the best option in small-sided games while dribbling and evading.” Share success criteria. Show 2 quick demonstrations: (1) scan → dribble into space, (2) fake → evade to a passing lane.

3. 12:00–20:00 I Do (model + cues) and We Do (guided practice) Teach a simple decision pattern: “Look – Choose – Act.” Model: dribble while scanning, then when the defender closes, do a fake (shoulder/step) and change pace/direction to create space. We Do: 3-minute rotations through two stations with teacher support:

• Station A: dribble through gates; before each gate, freeze and choose (left/right) after a scan
• Station B: 1v1 evasion lanes; defender stays behind a line (no contact), attacker scores by reaching a cone target area

4. 20:00–33:00 You Do (small-sided games with strategy focus) Set up 3–4 mini-games (2v2 or 3v3 depending on space). Use two target zones and a “decision rule”: teams must attempt either a pass into the target zone OR a controlled dribble finish—students decide during play. Reteach moment at 25 minutes if needed: stop game for 30–45 seconds to remind “Look up before you act.” Use one student example.

5. 33:00–47:00 Consolidation (game rounds + targeted coaching) Run 3 short rounds (about 4–5 minutes each) with quick switchovers. Teacher roams for feedback using a simple focus checklist:

• Are they scanning before committing?
• Are they evading with space/pace change (not pushing through)?
• Are they using safe spacing and respectful defending? Add small modifications:
• Support: reduce defender pressure (one defender only, or defender must stay inside a small box)
• Extension: “Two decision points” rule—after dribbling 3 touches, players must either pass OR finish within a marked lane

6. 47:00–50:00 Show Me What You Know (5-minute window squeezed to 3 minutes) Quick “freeze & explain”: after a game, call one pair from each team. Ask: “What did you see? What did you choose—pass, dribble, or shoot—and why?” Students also repeat one strategy cue as a class: “Mira arriba, Look – Choose – Act.”

Resources

• Cones and flat markers for grids, lanes, and target zones
• Soccer-type ball or dribbling ball per group (size appropriate)
• Bibs/vests for teams (multi-colour)
• Whistle and stop/start cues
• Optional: small hoops (pass lanes) and disc markers
• Teaching cards with simple “Look – Choose – Act” prompts
• Space markers for safe boundaries
• Spanish cue signs: “Mira arriba”, “Cambio de dirección”

Assessment

• Teacher observation during small-sided games: dribble control + scanning + effective evasion tactics.
• Quick verbal check during “freeze & explain” to confirm decision-making (pass/dribble/finish).
• Note participation and safety/fair play: safe spacing, no contact, respectful defending.

Differentiation

• Support: larger target zones, softer/less bouncy ball, fewer opponents, defenders start further back, and extra “decision pauses” (teacher calls “freeze, choose”).
• Support for EAL/learners: visual cue cards for each decision option; model with gestures; allow partner translation using English/Spanish words (“passar”, “driblar”, “mira arriba”).
• Extension: limited touches (e.g., 2–3 dribbles before a pass/finish), extra defender, or scoring only if the pass goes into a lane.
• Inclusion: rotate roles so all students handle ball time; reinforce “no contact” defending and encourage positive communication.