Dribble and Change Direction

• We are learning to dribble a ball while changing direction safely and with control.
• We are learning to develop agility and spatial awareness during movement.

Success Criteria ("I can" statements)

• I can dribble a ball using my feet while changing direction.
• I can move safely and quickly in different directions.
• I can keep control of the ball when I change direction.
• I can play fairly and respect my classmates during activities.

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Equipment

• 25 size 3 soccer balls (or similar suitable for Years 1-2)
• Cones to mark change of direction points (about 20 cones)
• Bibs to divide students into small groups (if playing games)
• Whistle for teacher use
• Boundary markers for the playing area

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Lesson Structure (50 minutes)

1. Retrieval (5–8 minutes)

Active warm-up linked to Lesson 1: Dribble With Control

• Activity: "Ball Tag"
• Students each have a ball.
• Teacher calls out commands to move forward, backward, sideways, and dribble slowly.
• When teacher calls “Tag!”, students try to tag a partner’s ball by touching it with their foot while protecting their own ball.
• Focus: Reinforcing dribbling control and spatial awareness.

Behaviour & Safety: Stay inside boundaries, be aware of others' space, and avoid kicking balls hard.

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2. Goals (3–5 minutes)

• Teacher explains the WALT and success criteria in simple language.
• Introduce key Spanish vocabulary naturally for inclusive bilingual learning:
• “Dribble” = “Regatear”
• “Change direction” = “Cambiar dirección”
• “Control” = “Control”
• “Safety” = “Seguridad”

Use student-friendly language:

• "Today we are practising moving and changing direction while dribbling the ball – regatear y cambiar dirección."
• "I can dribble and change direction safely and carefully – Puedo regatear y cambiar dirección con seguridad."

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3. Learning (I Do – We Do – You Do) (12–15 minutes)

I Do (4–5 minutes)

• Teacher demonstrates dribbling the ball in a straight line and then changing directions around cones.
• Use clear, simple cues:
• “Use the inside of your foot.”
• “Keep the ball close.”
• “Look where you want to go before you turn.”
• Show how to change direction safely without losing control.

We Do (4–5 minutes)

• Practice dribbling and changing direction around 4 cones set in a zig-zag line.
• Teacher guides and asks questions:
• “What part of your foot do you use to turn?”
• “How do you keep control when you change direction?”
• Provide immediate feedback and praise.
• Use scaffolds for different ability levels:
• Support: Dribble slowly, or walk while dribbling.
• Extension: Dribble faster or use weaker foot.

You Do (4–5 minutes)

• Students try dribbling and changing direction independently in a marked space.
• Encourage students to experiment with small sharp turns and wider turns.
• Teacher observes and supports students who need help.

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4. Consolidation (15–20 minutes)

Small-sided Game: "Dribble and Score"

• Setup:
• Divide class into 5 small groups of 5.
• Each group plays inside a small marked area with two small goals or gates (cones set as goals).
• Goal: Dribble the ball and change direction to avoid defenders and score by passing through the goal gates.
• Rules:
• Dribble with control.
• Change direction to get past others.
• No picking up the ball.
• Fair play and teamwork.

Differentiation:

• Support: Use larger, softer balls for easier control or reduce number of defenders.
• Extension: Challenge advanced students to score using weaker foot or by combining multiple direction changes.

Teacher Role:

• Roam and give individual feedback.
• Reinforce positive behaviours and safe play.
• Reteach key cues in mini bursts as needed.

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5. Show Me What You Know (5 minutes)

Reflection, Peer Discussion, and Demonstration

• In pairs, students share:
• "How did you change direction when dribbling?"
• "What helped you keep the ball under control?"
• Volunteers demonstrate their favourite way to change direction.
• Teacher checks against success criteria by asking:
• “Can you dribble and change direction safely?”
• “Can you keep control of the ball as you move?”

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Behaviour and Safety Expectations

• Listen carefully and follow instructions.
• Keep your ball under control to avoid collisions.
• Respect others' space and play fairly.
• Wear appropriate footwear for safe movement.
• Wait your turn and encourage your classmates.

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Victorian Curriculum Alignment

• ACPMP016: Practise fundamental motor skills and movement sequences in a variety of movement situations.
• ACPMP019: Use fundamental motor skills in different movement situations and respond to different challenges.
• ACPPSP044: Practise personal and social skills that enhance participation and fair play in activities.
• Achievement Standard: Students confidently participate in structured physical activities demonstrating control of movement skills and understanding of fair play.

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This lesson builds fundamental dribbling and agility skills, aligns with Victorian Curriculum content and achievement standards, and integrates your bilingual teaching approach with Spanish vocabulary naturally embedded. All activities promote high student engagement, safe participation, and inclusion to support diverse abilities in your mixed-ability class.