STUDY GUIDE
VERSION 5
Official Education & Certification Partner of USA Pickleball
Photo Courtesy of HEAD®
Dear PPR Member,
Thank you for choosing the Professional Pickleball Registry (PPR) as your certification organization. The PPR is the official education and certification partner of USA Pickleball, collaborating with
many of the sports’ top coaches and students to provide a current, thorough, and respected curriculum to instruct people how to successfully teach!
This study guide is intended to help you prepare and familiarize yourself with specific components
of the PPR Level 1 workshop. It is essential to thoroughly read and understand the contents of this
study guide before watching the online portion and attending the in-person class. The Clinician assigned to your workshop will assume you have reviewed the pre-course materials and will not cover
all areas during your workshop. This study guide (in conjunction with the knowledge gained from
the online portion) will be essential for completing:
- The online “Teaching Adult Beginners” videos
- The in-person “Teaching Adult Improvers” segment
- The post-workshop written assessment
You should schedule a minimum of four hours to review the study guide and watch the online portion before attending the in-person workshop. Working with adult beginners and improvers requires a specific set of coach competency skills different from those applicable to working with
junior students. The PPR Level 1 workshop intends to improve your knowledge and understanding
of coaching and to help you apply these principles in a practical, hands-on approach.
Throughout the workshop, your Clinician will thoughtfully walk you through the elements of a successful adult pickleball program while continuously assessing your depth of knowledge and level of
play. The PPR study guide, the online videos, and the PPR Level 1 Workshop will provide you with
the processes and the pathway to becoming a successful coach!
Thank you for placing value on certification and for joining the PPR family!
Dan Santorum
President
March 2023
PPR Board of Directors
PPR Staff
Hemel Cosme
Chair
Dan Santorum
President
Julie Jilly
Pickleball Manager
Jarrett Chirico
Vice Chair
Iñaki Balzola
International
Konrad Hsueh
Director of Development
Collin Johns
Secretary/Treasurer
Melanie Beckler
Membership Services
Christopher Jones
Membership Services
Justin Maloof
USA Pickleball Representative
Introduction
Participants attending a PPR workshop who complete the tests at an acceptable level will
receive certification in one of the following three levels. All participants must have completed
the appropriate on-line pre-course requirements including the “Teaching Adult Beginners”
portion of the course.
PROFESSIONAL
The certification candidate should be able to effectively display the following skills and
meet the listed expectations to achieve “Professional” status:
Skills:
Minimum of 2 years of pickleball playing experience
Display an above average technical and high level knowledge of the rules, scoring,
and fundamentals of pickleball demonstration specific to pickleball (i.e., dink, 3rd
shot drop)
Have a rating of 4.5 or greater skill level and have participated in several pickleball
tournaments
Teaching:
Minimum of 3 years teaching experience (tennis, platform tennis, padel, pickleball
or other racquet/paddle sport.
Demonstrate ability to provide an in-depth explanation of how to play pickleball
Display advanced understanding and demonstration of the technical & tactical parameters specific to pickleball
Show ability to progress an adult student from “Beginner” to “Improver” and beyond (Level 2 certification will cover teaching “Advanced” adults)
Successfully conduct a 20-minute group lesson at the conclusion of the workshop
Written:
Score a minimum of 90% on the written, on-line examination to be completed within 7-10 days after the workshop
3
COACH
Skills:
Minimum of 18 months of pickleball playing experience
Display average technical and tactical demonstration of basic shots specific to
pickleball (i.e., dink, 3rd shot drop)
Have a minimum recreational rating of 4.0 and have participated in a minimum of 1
pickleball tournament.
Teaching:
Minimum of 1 year teaching experience (tennis, platform tennis, padel, pickleball or
other racquet/paddle sport)
Demonstrate ability to provide an explanation of how to play pickleball
Display average understanding and demonstration of technical & tactical parameters of basic shots specific to pickleball
Show ability to progress an adult student from “Beginner” to “Improver”
Successfully conduct a 20-minute group lesson at the conclusion of the workshop
Written:
Score 80%-89% on the written, on-line examination to be completed within 7-10
days after the workshop
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ASSOCIATE COACH
Skills:
Minimum of 1 year of pickleball playing experience
Display a basic understanding of the technical and tactical aspects of the basic
shots and strategies specific to pickleball
Have a minimum recreational rating of 3.5; no tournament play required
Teaching:
Must have completed the “Teaching Adult Beginners” pre-course prior to attending
the workshop
Demonstrate ability to provide an explanation of how to play pickleball
Display an understanding of technical and tactical parameters of basic shots and
strategies specific to pickleball
Show ability to progress an adult student from “Beginner” to “Improver”
Successfully conduct a 20-minute group lesson at the conclusion of the workshop
Written:
Score 75%-79% on the written, on-line examination to be completed within 7-10
days after the workshop
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Contents
Section 1: The Environment
The Court & Equipment 7
Safety & Student Welfare: Keeping Your Program Healthy
9
Section 2: The Adult Pickleball Student
The Characteristics & Abilities of Adults11
Adults As Learners12
Teaching Adult Learners12
Learning Styles of Adults13
13
What Adults Like & Dislike about Coaches & Coaching
The Coaching Environment14
Section 3: Coaching Skills
Ethics and Professional Behavior 15
Communication Skills with Adults 16
19
Organization of the Pickleball Environment Knowledge & Safety of the Game 22
Section 4: Coaching Knowledge
Coaching Adult Beginners23
Coaching Adult Improvers 24
The Length of the Session 26
Technical Parameters32
Tactical Parameters39
Sample Lesson Plans45
Section 5: Evaluating & Monitoring Performance
Identify Keys to Success48
Official Education & Certification Partner of
6
The Environment
Section
1
The Court and Equipment
20’
(Inclusive of Line)
48’ 4”
15’
44’
(Inclusive of Line)
Net Height
36” at Sideline
34” at Center
14’
Non-Volley Zone
To run a successful pickleball program, coaches need a pickleball court, the appropriate pickleball balls (indoor vs outdoor) and USA approved paddles.
While permanent pickleball courts are preferred, courts can be set up on multiple surfaces to include existing tennis courts, badminton courts, gymnasiums - any hard, smooth surface can be an acceptable space
for pickleball. The court measures 20 feet x 44 feet. Both singles and doubles are played on the same court
dimensions. The net height is 36 inches at each sideline and 34 inches in the center. The court includes two
service boxes as well as a 7-foot Non-Volley Zone positioned on either side of the net (14 feet total). The slang
term for this area is “The Kitchen”.
7
The technology of pickleball paddles has changed dramatically. Currently, paddles consist primarily of graphite, fiberglass, carbon / carbon fiber or some variation of a rigid, non-compressible material meeting
all criteria listed on the USA Pickleball website.
The approved hitting surface shall not contain holes, indentations, rough texturing, or any objects or features
that allow a player to impart excessive spin on the ball. The combined length and width shall not exceed 24
inches. The paddle length cannot exceed 17 inches. There are no restrictions on paddle weight or thickness.
The pickleball ball is made of a durable plastic material molded with a smooth surface, free of texturing. The
ball is uniform in color, except for any possible identification markings. The ball size is 2.87 inches to 2.97
inches in diameter weighing between 22.1 and 26.5 grams. Lastly, the ball should have a minimum of 26 to
a maximum of 40 circular holes. Pickleball balls used on concrete/outdoor surfaces have smaller holes than
balls used on gymnasium wood floor surfaces.
The smaller court, lower net, shorter paddles, and slower-moving, lighter ball, make pickleball easier and less
stressful for adult beginners. Pickleball is a great sport to introduce students to other racquet sports such as
tennis, padel and platform. The highly acclaimed PPR program, “PickTen”, is an example of this method of
progression from one sport to another.
For more in-depth information regarding paddle regulations, etc., please see USA Pickleball Equipment Standards on the USA Pickleball website.
8
Safety & Student Welfare: Keeping Your
Program Healthy
Safety
Safety is an important consideration for any pickleball program. Here are some important safety issues to
consider:
1
Court Surfaces: Indoor floors can be slippery and may need to be swept often; outdoor surfaces should
be clean of debris with regular checks of fences, nets, windscreens, etc.
2
Equipment: Balls, bags, ball hoppers, paddles, and other such equipment can be hazardous if left on
the court or in close vicinity to the side lines or baselines of the court.
3
Environmental Conditions / Facilities: Weather conditions, temperatures variations like moisture and
humidity are some of the conditions that can affect practice and play. The coach and the program
should have policies and procedures in place to determine when play should be interrupted or suspended.
4
Accidents/Injuries/Medical Situations: There should be contingency plans in place in the event of an
accident on court. Posted signage is helpful to empower students to remain safe and help others in
the event it is necessary.
Injury
It is valuable for coaches to be aware of the “typical” types of injuries that can occur with adult students. Accidental injuries, such as a twisted ankle or a fall on the court, are to be expected, but can be prevented. It may
be worthwhile to remind students of the danger in going backwards and /or lunging for out-of-reach balls. Obviously, a coach cannot warn students of all risks but covering some of the basics cannot hurt. Coaches should
be knowledgeable of first aid protocol (or be able to call someone who is) to quicky help an injured student.
Most common injuries can be related to improper footwear. It is recommended that all students wear court
shoes vs running or training shoes. It is also important that students protect their eyes from ricocheting shots
(off one’s own paddle or off partner’s paddle). Protective eyewear is highly recommended.
Knee, back and elbow problems can occur with pickleball students. These may result from improper movement putting pressure on the knees, improperly bending over from the back, and/or overusing the elbow and
wrist. Coaches are always watching for technical issues that may cause harm to their students.
At least one member of the coaching or program team should hold a First Aid Certificate and be able to administer CPR. First aid equipment such as a Defibrillator should be readily available. The facility MUST have an
emergency procedure plan that is known to all coaches. This plan should include injury, fire, and security. The
club program itself should also have written procedures to be followed in the event of accidents or injuries on
court. A reporting and recording process is also necessary.
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Student Welfare
Coaches ensure that students follow appropriate hydration and nutrition routines. Hydration should be discussed in terms of volume, timing, frequency, and types of fluid. Often, people play much longer than they
realize with no breaks and/or without proper hydration (and/or nutrition); dehydration is one of the most
common issues with adults especially when playing outdoors. Students entering tournaments should prepare several days in advance for the long hours and possible on-going play throughout the event.
Students returning from injury might be invited to remain in the instructional program(s), so they can maintain social contact, hear instruction, and possibly participate at a modified pace. Coaches may also want to
take note of potential psychological issues (i.e., loss of confidence) as students return to play after injury, time
off, etc. as well as students who may be having issues with others in the facility or group. The goal would be to
prevent someone leaving a program when he or she may not really desire to do so.
The coach is responsible for the safety and welfare of students at all times.
Insurance
The coach should have up-to-date and relevant Liability Insurance to protect themselves and their financial
assets.
A valuable membership benefit for our United States and Canadian members is the tort, legal liability insurance coverage through the PPR Master Policy. This is a broad personal liability policy providing coverage for
pickleball instruction. This policy covers all pickleball instructional activies including teaching, instructing,
supervising, conditioning, playing, exercises, and other similar duties involving the game of pickleball.
Your PPR membership includes Basic Liability Insurance. You can download your insurance certificate from
your member portal any time.
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Section
2
The Adult
Pickleball Student
The Characteristics and Abilities of Adults
Mentally, emotionally and socially:
Physically:
Can concentrate on a single activity for
long periods of time and can pretend to
be interested even if they are not!
May be less fit than they would like to be.
May have long term injuries and/or health
conditions that affect the base of their
fundamentals.
Have some general (and specific) experiences that provide them with confidence
to try new ideas and activities in a comfortable and appropriate environment.
May get tired quickly and will know when
to take a break.
Have made a personal decision to learn
and/or play pickleball in their spare time
so high-quality programs that are enjoyable and purposeful are essential for
them.
Often need to develop their athletic skill
base in terms of:
– Agility
– Dynamic balance
– Strength and core strength
– Flexibility
– Linear, lateral,
multi-directional, movement, &
speed
– Endurance
Can set goals for themselves and measure
their improvement.
Can make quick decisions.
Have self-discipline, time-management,
etc. to work on improving their skills.
The warmup is a good time to highlight
these skills both generally as well as in
relation to technical and tactical skills. The
physical skill base is linked to the student’s
ability to perform technical skills.
Can recognize their ability level in relation
to other students.
Can socialize with a broad range of students but will generally prefer to work
with students of their own ability.
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Adults as Learners
The following considerations about adults as learners are important for coaches:
They have different learning preferences: many are happy to be given a demonstration, but many
will want explanations and then want to ask questions.
Whatever their age and ability, they are capable of learning and improving.
While it is often said that children are not mini adults, it is also true that adults are not mature children! They learn differently and should be coached specifically as a group. In simple terms, this is
because adults have been learning for a long time and have experiences with many activities.
They are more realistic about their abilities - but this may limit their learning.
They have abstract thought processes allowing them a greater capacity for understanding how one
issue links to another in a different context.
Teaching Adult Learners
The following are key principles that coaches need to understand when teaching adult learners:
1
Adults can sense when the information is important and understand that they should
know it.
This means that the coach must highlight the key points so that the adult is aware of how these
will affect their ability to learn and perform the task.
2
The perception an adult has of his/her ability to learn a specific topic/skill will impact
his/her openness to learning new topics/skills.
Many adults have preconceived notions of what they can and cannot do and what they
can and cannot learn. Often times, adults decide that a specific skill is not one they can
do/learn (i.e., 3rd shot drop, a dink, etc.) so they will opt out of trying to do/learn this skill
altogether.
3
The previous experience the adult has with the sport, the instructor or the facility.
This means that a successful previous experience will give the adult confidence, but a poor
one could easily give him/her doubts about what to do.
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4
The context of the learning.
The coach could assume that adults will want to learn everything because they have signed
up to be coached; however, this could change if the environment is not conducive to learning.
Perhaps the style of coaching adopted by said coach is not what they expected and /or wanted.
5
The motivation to learn.
Once the student is engaged in the learning process, many factors may affect motivation
(i.e., a lack of success in previous sessions or an environment that is too challenging, etc.).
Similarly, success will give confidence, increase motivation, and help future learning.
6
The ‘mix’ of adult personalities, the situation and what the adult perceives to be the
purpose of the session.
Often adults want to improve a specific stroke – for example, the dink.
Learning Styles of Adults
There will be a greater range of learning styles with adults than with children. Many adults learn verbally,
although, most adults learn visually (by copying what they see) or kinesthetically (by feeling the movement
patterns). Adults also learn by trial and error, using previous experience and refining the technique as they
work out what to do.
The coach must realize that his/her own learning style may not be the preferred learning style of the adult
students. The coach must adapt and teach in a variety of ways to help students progress at a reasonable pace.
What Adults Like and Dislike about
Coaches and Coaching
Adults have very clear preferences about how coaches should behave and how they, as the students, should
be treated. Many adults will carry the professional ethics they have in their workplace over to their leisure
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activities. They will expect to be treated professionally and with respect (rightfully so). Many have busy lives
and will not want to “waste time”. Often, adults have made time to come to a coaching session and coaches
should be conscious of managing the session time effectively and productively.
The research is very clear that adults LIKE coaches who:
Start and finish on time
Focus on them throughout the coaching session
Have planned both the session and the different activities within it.
Are clearly committed to the coaching role, are always professional and knowledgeable, while taking
the adult’s experience and expertise into account.
Can demonstrate and explain in simple terms what the student needs to do to be successful at that
technical or tactical parameter.
Can develop and maintain a positive group environment that demonstrates mutual respect for each
student.
Understand the needs of individuals and respond to different situations appropriately.
Communicates clearly and positively – but does not shout!
Have high energy and enthusiasm.
The Coaching Environment
The coaching environment is the background of the coaching situation and will influence whether an adult
comes to coaching in the first place, but, more importantly, whether he/she stays and then returns. Most importantly, adults want to feel comfortable and safe in the environment.
Research shows adults:
Want an inclusive and friendly environment, where they can make new friends.
Want to have fun and enjoy what they are doing while balancing serious engagement that enables
them to improve and feel more competent.
Want the coach to cater to them, despite a possible wide range of abilities in the group, and give
personal and equal attention.
Need to feel they can commit as much or as little time to pickleball and that there is no pressure to
change if they do not want to do so.
Value the social aspect of taking part in the sport.
Want to have a say in decisions about timing of practice and/or competitive opportunities.
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Section
3
Coaching Skills
Ethics and Professional Behavior
Successful coaching of adult students, just like coaching students of any level or age, depends on the development of sound interpersonal relationships and rapport. There are ethical standards that coaches should
aim to meet.
Recommendations for ethical coach behavior:
Put the students’ needs first.
Modify your behavior in response to students’ behavior.
Be very aware of, and be able to, control your ego.
Demonstrate elevated standards of personal behavior.
Treat every student in a consistent and fair manner.
Be on time and well prepared.
Keep cell phone out of sight and on silent.
Set appropriate goals with individual students.
Focus on students’ strengths and what they CAN do. Analyze weaknesses and gradually work to improve them by helping them understand what to do, NOT what not to do!
15
Communication Skills with Adults
Successful coaches are always excellent communicators. It goes with the territory! They are in the people
business, so high quality and adaptable formal and informal communication skills are invaluable. Communication on the pickleball court takes place both verbally and nonverbally.
Verbal skills
WHAT is said increases in importance and relevance when working with adults (as distinct from children or
teenagers).
Here are some important aspects of giving verbal information to adults:
Words must be appropriate, i.e., understandable, and relevant to the individual.
The coach can (but does not necessarily have to) use a wider vocabulary and give more technical information.
Explanations should be concise, to the point, and linked to the demonstration.
Open-ended questions should be used to check the students’ understanding of material and to get their
opinion when appropriate.
Paralanguage
(Defined as: the non-lexical component of communication by speech; for example, intonation, pitch and
speed of speaking, hesitation, noises, gestures, and facial expression).
HOW something is said is important with any age group. People pick up inferences quickly from the way in
which something is communicated.
Here are some important aspects of paralanguage information as it relates to adult learners:
Voice tone and speaking speed should be interesting and varied to keep the listeners’ attention.
Volume should be appropriate to the audience and the situation, shouting is not necessary, except perhaps in an emergency.
Hand gestures and facial expressions can add to or detract from communication, especially if they are
not consistent with what is being said.
Non-verbal skills
WHAT is seen when something is said. These are important as many adults learn from what they see.
Here are some important aspects of non-verbal communication:
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Be a good listener! Listening must be active and indicate interest. Looking at, and perhaps, leaning towards the person speaking, helps to communicate non-verbally that you are listening.
Enthusiasm and energy, both facially and in body language, is essential.
Professional behavior at all times is essential because students watch, take notes, and form opinions.
Cell phones are a major barrier to communicating with students during a session. Using one indicates
that other people (ones who are not even present!) are more important. Calls should NOT be made or
answered in a coaching session (unless there is an emergency). It is a good idea to keep cellphones
hidden and perhaps wear a watch for professional time management to avoid checking the time on the
cellphone.
Quality and relevant demonstrations are especially useful for beginner adults so that students can
quickly copy or “model” the action. Experienced adults may not need as frequent demonstrations as
many skills are already in place and adults are very capable of interpreting verbal information.
Additional Ways to Communicate:
Demonstration
Here are some suggestions for effective on-court demonstrations:
The WHOLE stroke or movement should be shown several times before it is broken down into parts.
Students need the big ‘picture’ of what to do and they should try the whole action several times BEFORE
any attempt is made to break the whole action into different parts. The principle in coaching skills is
whole – part – whole.
Use other adults / students to demonstrate; they often present an example that other students feel is
possible for them to successfully model.
Direct students’ attention to the important elements of the skill – with a maximum of 2 points at one
time.
Ensure students are in a position where they can see the demonstration. Give space to those who are
kinesthetic learners - they may need to practice the action as they watch.
Some students learn by trial-and-error benefitting from trying out and modifying actions
on their own; they need time and encouragement from the coach as they do so.
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Feedback
This type of communication is important and valuable for coaches to be successful.
Feedback during the session should:
Be immediate, brief, relevant and to the point.
Focus on what the student has done well.
Provide positive suggestions for improvement.
Be both verbal and visual.
Relate to the performance, not to the student.
Motivation
This will sometimes be necessary when coaching adults, especially when they are new to the game and/or
the group and are potentially nervous. Both intrinsic (from self) and extrinsic (from another person) motivation is necessary for success.
Coaches can motivate students by:
Helping to set individual goals to create opportunity for increased confidence and competence.
Praising effort vs. ability and /or results.
Creating opportunity for additional practice / play with others of their same skill level.
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Organization of the Pickleball Environment
We see two common sites in pickleball instruction:
1
2
Tennis Clubs that have either added
permanent pickleball courts or temporary lines to existing tennis courts.
Often current / former tennis instructors are
familiar with how to construct classes and
programs for individuals and groups. While
the knowledge of coaching is there, the priority is to learn the differences between tennis and pickleball.
Recreation centers such as YMCAs
or parks.
Here the focus for instructors may be more
about learning coaching essentials (i.e.,
programming, communication, lesson
structure, etc.) vs the technical and tactical
aspects of pickleball.
Variety of Students Entering the Game
In pickleball, we see a variety of students from those who have never been competitive in a sport to strong
athletes who have competed at a high level in other sports. It is helpful for coaches to ask / identify the “athletic” background of the student(s) he /she is teaching. This may help provide an opportunity for coaches to
articulate relative crossovers (i.e., movement, skills, tactics, etc.), if any, between background in sports and
current experience in pickleball.
For example, there has been growth in golfers who are interested in learning pickleball. Golfers know how
to use their dominant and non-dominant hands and shoulders in unison. These athletes may have difficulty
transitioning when it comes to the separation of dominant and non-dominant hands/ arms moving in opposition to create a greater range of contact to “push” through the ball like one might do when hitting a backhand
volley in pickleball.
In addition, there are things that one brings from their sports background that may carry over as an asset in
pickleball. It is our job to help the student adapt and be successful; if certain “habits” start to impede a student’s ability to improve, coaches may need to make an adjustment, introduce a different technical option,
etc.
Programming for Different Environments and Students
As a coach, you may experience a variety of student “types” and coaching “settings”.
1
There will be students who will be repeat clients you will see regularly enough to impact and observe
their growth and improvement. Lessons with repeat students can be structured in progression over a
set number of weeks. This will allow you to spread out the information and not overload the student
with too much instruction in one session.
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2
There will be students who have something specific they want to learn from you. Knowing this information will enable you to plan more precisely and thoughtfully for this specific student.
3
There will be students who are traveling through town and want a session with you. This lesson plan
may be less specific and more like a “drill & play” type setting. *
4
There will be large groups of students who are invested in an “Intro to Pickleball” type setting. This is
an opportunity to incorporate a broad overview of the court, the specific shots (i.e., the dink, the 3rd
shot drop, the serve, and the return), along with a brief information session on how to keep score.
The goal here is for the students to leave having a good grasp on how to play a “real” game of pickleball. From here, the student(s) may be interested in signing up for the 6-week Beginner Clinic the
coach intends to host in the coming weeks.*
*With the abovementioned students, it is important to recognize how much (or how little) change you can make
with the time you have allotted.
As you advance your coaching education through the PPR, you will learn more about building different types
of programs.
Organization of an Instructional Session
Balancing how much or how little information to provide may depend on the student(s), the setting, the allotted time and more. The goal is to make sure students have the proper tools and resources to implement the
change(s) to their game without becoming discouraged.
Here are some important organizational components:
Provide pre-enrollment for programming.
Ensure that each session starts on time.
Have all the necessary equipment on the court.
Ensure that each session finishes on time.
Adult learners may be less flexible (sometimes are true “creatures of habit”) and may not be happy if the time
and/or day of a regular program is changed mid-program. However, often, they will welcome the opportunity
to join a different group on a different day/time if they are unable to attend on their normal day/time.
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Preparation of an Organizational Session
Being prepared is vital to establishing consistency in instruction and continued involvement and interest of
the students. Adults want to maximize their time and so are keen to use all the time allotted for each coaching
session.
Each practice session should have clear and stated objectives/goals for the group.
Drills/activities in the session should be presented safely, efficiently and effectively to maximize time.
Therefore:
Before Each Coaching Session
It is recommended that the coach plan the session basing it on goals for
each student, objectives for the overall program, and/or the work completed
in the previous session.
During Each Coaching Session
The coach should know the percentage of time to assign to each section of
the lesson plan. The coach may also need to be flexible and ready to adapt
and adjust to what is happening in the session that may not have been as
planned.
After Each Coaching Session
The coach may benefit from taking notes about the session (i.e., what was
covered and how it was covered) and the students (i.e., what they did well
and what they may need to review next time).
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Knowledge & Safety of the Game
Every coach has a responsibility to stay current and continue his/her education – to know the techniques,
movement patterns and tactics of the modern game, to keep an eye on developments in equipment, and
to stay updated on the changes in the rules as they become available. There is a profound influence from
students who come from a competitive tennis background. However, it is the responsibility of the pickleball
coach to teach pickleball (not tennis on a small court). Keep in mind that as coaches, we are not teaching
adults to play like the pros. Instead, we are meeting each student at their current level of skill and abilities,
and then guiding them towards developing and improving their own style of play. As a student progresses
from “Beginner” to “Improver,” the focus moves from the technical parameters to a focus on layering in the
tactical parameters.
Knowing the rules and standards for pickleball equipment is very important. Paddles have changed immensely in the last few years. Until a few years ago, it was required that the paddle surface be smooth. Paddle companies began adding texture and changing fabrication, providing students with more options. Currently, there
are hundreds of paddle manufacturers. Knowing the balance or structure of diverse types of paddles will help
you recommend the right equipment for your student. Coaches also need to know and understand the difference in tactics for singles and doubles and for different surfaces.
Playing indoors versus outdoors means a different kind of:
Ball
Indoor ball is used specifically for wood type surface; indoor ball has larger holes
Footwear
Shoes should have lateral support i.e. court shoes. Running and training shoes do not offer the support
needed. Rubber soles are good option for the sometimes slippery indoor surface.
One of the biggest safety issues relevant to adults learning this game is improper footwear. Coaches need to
be knowledgeable regarding proper footwear – the importance of having a “court” shoe vs a “running” shoe,
etc. A common safety issue involves the face, specifically the eye(s). Coaches should explain the importance
of wearing some type of protective eyewear while playing pickleball.
Finally, the techniques and tactics of the men’s and women’s game are different. Often male coaches forget
(or do not know) how women play the game and occasionally use coaching tactics and strategies in the same
way as they do for men. This may also apply to amateurs vs professionals. As a coach it is important to be
aware of the variety of students plus the strategic options that are appropriate for each individual student.
For example, a coach might help a student with mobility issues with a higher, deeper return of serve so they
have more time to transition.
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Coaching
Knowledge
Section
4
Coaching Adult Beginners
To attract and retain adults to pickleball, it is important for the club and the coach to understand what individual students want from their involvement in the sport. Research indicates that adults know what they want
and are aware of the barriers that have either prevented them from playing sports in the past or caused them
to leave a sport.
In terms of starting to play, the average beginner adult wants:
To enjoy him/herself.
To feel welcome.
To experience an enjoyable social environment. The size of the group should be small enough so
that s/he can make friends (8-12 people is a good size group).
To learn something new or improve upon existing skills.
To get fit (meaning the session must include some movement and exercise).
To play at their convenience (so ‘rolling’ classes held two or three times a week, instead of once a
week help most beginner adults achieve regular attendance).
To feel competent when serving, returning, and rallying, know the rules, know how to keep score,
and know where to be on the court (positioning).
To have access to friendly competition (so using a rating system might be advantageous).
To have access to regular open play games that are competitive, fun and social!
It is valuable to know how/why your student found out about and wants to play pickleball. This information
will help guide you in retaining your interest in the sport. As the fastest growing sport in America, pickleball
attracts a variety of people from younger students who may need to have access to evening play, to seniors
who may prefer early morning or daytime play. Know your audience and create programing that is applicable
and appropriate.
(One of the greatest challenges to the growth of pickleball has been an inadequate number of educated
coaches to help adults advance their skills. Without this, many students quit because they feel frustrated or
unable to compete with other local students. PPR was born out of the need for credentialed coaches as many
tennis clubs started seeing the value in adding pickleball to their programming. Kudos to you for participating in this certification process!)
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To coach adult beginners successfully, it is important for the coach to have specific skills and abilities. These
include:
An understanding of the philosophy and processes of adult BEGINNER programming.
A personal philosophy that values adult beginner programs.
The ability to establish a rapport with mixed ages and abilities.
The knowledge of how to progress/scale activities to the appropriate level of challenge.
The ability to overcome challenges, such as being able to persuade students of the importance of
time spent drilling.
The capacity to know the right time to move a student to a higher level or to a more challenging
group.
The wherewithal to be organized, professional and friendly.
The ability to help students individually and in a group.
The ability to teach basic technical parameters.
Knowing appropriate next steps for each adult and being able to guide the student in the right direction.
Coaching Improver Adults
Session Structure
Previous sections have discussed the importance of planning sessions. This section highlights the importance
of the structure of each session.
Every session should have a consistent framework that helps adults improve both their technical and tactical
skill-base in a systematic and comprehensive manner. Students need both technical AND tactical skills to play
and improve. Pickleball is an ‘open skill’ game – one with unpredictable and constantly changing situations.
Therefore, the basic technique of each stroke needs to be sound, but adaptable.
In addition, the session should include fixed practice drills and movement related to that skill. In addition, the
session should include varied practice for repetition of the skill and movement in a variety of situations. This
allows for repetition of skills and technique and apply tactics.
The session structure should reflect the way the game is played: each session should be based on an open closed – open model.
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In each section of the hourglass lesson model, the coach will follow a specific outline based on the objective:
1
OBSERVE what the students are doing in a competitive situation = OPEN.
2
ANALYZE how the students are doing and determine what they most need to learn or improve to be a
better student = SEMI-CLOSED.
3
TEACH the students the skill and how to do it (technical parameter) = CLOSED.
4
DEVELOP the skill and when to use it / how it impacts the game from a strategic standpoint (tactical
parameter) = SEMI-OPEN.
5
EVALUATE and help the student connect technical and tactical performance in a competitive situation = OPEN.
The coaching process follows this structure:
Open - Closed - Open Lesson Process
Coaching Process
OBSERVE the game situation
Open
ANALYZE what students do
Semi-Closed
TEACH skills to improve game
Closed
DEVELOP the skill in the game
Semi-Open
EVALUATE the performance
Open
Open
Closed
Open
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The Length of the Session
Typically, a session for adult improvers will be between 60 and 120 minutes. The percentage of time devoted
to the different ‘parts’ of the session is not fixed and will vary from group to group. Many adults want to spend
more time playing the game and improving their skills as they do so. Others want a longer part of the session
to be ‘closed’ so they can work on technique that they are in the process of learning or adapting. In either case,
the skill of the coach is in knowing what to do when. The lesson plan on the next page outlines what the coach
needs to plan an effective session. It is followed by some detailed information on each part of the hour glass.
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Lesson Plan
CLASS
STUDENTS
OBSERVATION
SKILL DEVELOPMENT
DATE
TACTICAL PARAMETER
TOPIC
LESSON #
GAME DEVELOPMENT
LESSON FOCUS
WRAP-UP/EVALUATION
MATERIALS NEEDED
LOOKING FORWARD TO NEXT WEEK
WARM-UP ACTIVITIES
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Introductions
The coach’s role is to gather information and ensure the students feel seen and heard.
Start with a brief intro to include the following :
1.
Name
Racquet / Non-Racquet sport background (if any)
2.
3.
Injuries – past or present that may impact ability to train
Dynamic Warm Up
The coach’s role is to demonstrate, scale (when necessary) and help students warm up and
feel safe.
A dynamic, physical warm-up should always be the first part of the session with adults, regardless of age, mobility, etc. Each activity in the warm-up MUST be appropriate to the age and level of the students. In addition,
it is important that coaches take students’ previous experience(s) and physical ability / injuries into account.
It is better to err on the side of caution by asking each person about the level and intensity of the warm-up
that is suitable for him/ her, as well as any physical limitations. Making the warm-up into a group activity often
gives students the opportunity to “mix and mingle” with others. It should also set the tone for the session.
The intention of the activities should be to get each participant warm, with an elevated heart rate and an increased range of motion to reduce the possibility of injury.
Observation = OPEN
The coach’s role is to observe and analyze specific skills.
The observation should consist of a games-based practice. There is no actual coaching during the observation
portion of the hourglass lesson model. This part of the session enables the students to play while the coach
assesses them in an ‘open’ situation, prior to working on some element of their skill set. The coach is aware
that the situation chosen for the Observation is linked to the session objectives (i.e., the coach would not have
the students play at the Non-Volley Zone if he /she intends to work on transition). Sometimes coaches concentrate so much on technique that developing the game itself is almost ignored! Technique is only useful if it
improves the student’s game, helps to prevent injury, and provides efficiency for the student.
In pickleball doubles, there are five game situations; a student will always be in one of them:
1
At the Non-Volley Line - most play takes place at the line with an emphasis on efficient movement.
The shots from this area of the court include dinks, volleys, swing volleys, lobs, and overheads. These
shots are used to create different offensive advantages.
2
Approaching the Non-Volley Line/Zone (NVZ) / Transition from Baseline to NVZ - this happens after a return of serve or after the third shot. Forward movement and ball recognition will determine the
options for a student attempting to transition. Transition shots are typically a third shot drop, a drive,
or a lob; half volleys, volleys or swing volleys are also useful once the ball has bounced off the return. *
3
Serving - this requires the knowledge of the basic rules of a serve. For a beginner student, the ideal
serve is about starting the point; it is not used as an offensive weapon. As a student improves, the
tactical aspects of the serve come into play more and more.
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4
Receiving - this requires a short backswing stroke that enables student to transfer his/her weight into
the ball propelling him/her forward toward to the Non-Volley Line/Zone after contact. Creating space
and time is important to adjusting one’s position so student can move through the return (vs. moving
back- wards and then trying to go forward).
5
Keeping the opponent deep and away from the Non-Volley Zone - this requires positioning, accuracy, ball recognition, dinks, half volleys, and/or swing volleys. There are ways to scale the shot for
Beginners.
Teaching a third shot drop to Beginners can be difficult. However, there are ways to scale it for Beginners and
Improvers. The earlier the coach can introduce the third shot drop, the better! It is imperative that by the time
adults are considered “Improvers”, they are well on their way to understanding the value of this shot. Start
with teaching them to aim “below the shoulders” and then “below the waist” and then aim for it “to bounce
in the Non-Volley Zone”. The goal is to force the opponent to “hit UP on the ball”.
These five situations are very useful to coaches as a framework for coaching different techniques of the game:
different skills ‘fit’ different situations. In coaching terms, using the different game situations after the warmup enables the coach to assess a specific skill in an open (and game realistic) environment, before developing
that skill in the closed (technical) environment. Therefore, in the game situation, or first “Open” part of the
hourglass, the coach needs to set up one or two specific activities designed to allow the students to practice
the technical skill(s) that the coach intends the students to use in that situation. Again, if a coach is instructing his students on serving, he/she would not have the students play a game from the Non-Volley Zone. This
would not provide the coach with the opportunity to “observe” student(s) hitting serves.
Skill Development = CLOSED
The coach’s role is to teach skills:
The primary function of the coach is to TEACH and develop skills. Pickleball is an “open skill” sport defined as
those in which students are required to react in a dynamically changing, unpredictable and externally paced
environment (i.e., basketball, tennis, etc.). (A closed skill sport is defined as those in which the sporting environment is relatively highly consistent, predictable, and self-paced for students (i.e., running, swimming,
etc.). *
In pickleball, only the serve is executed in the same way repeatedly; every other stroke is adapted in some way
to the situation with some technical overlap / similarities for all shots.
*From: Open vs. Closed Skill Sports and the Modulation of Inhibitory Control, PLoS | One
How to teach skills:
The research is very clear. Skills should be taught from the whole stroke, before parts of the stroke (if necessary) are addressed, and then the whole stroke should be developed based on that process. This means that
the coach should:
Show student(s) the whole stroke several times and allow the students to practice the stroke. Some
students will soon have a reasonable stroke pattern and will simply need more practice and encouragement to develop further. These students do NOT need the stroke broken down into parts.
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Often adult learners just need time to discover what to do technically and/or tactically. Adult learners from a more closed-skill sport background may require the coach to break stroke down into
smaller parts with the goal to help them move more quickly to the whole stroke.
Help those students who struggle with the movement pattern of the skill by giving them a little time
to try to figure out what to do before providing additional instruction.
IF THIS DOES NOT WORK, THEN DO THE FOLLOWING:
A.
B.
Break down the stroke into the LEAST
number of parts possible - (show the
separation of the arms on the serve or
the turn of the body on the forehand)
- before allowing the student several
more attempts.
Then do something completely different (perhaps picking up the balls)
before giving the students additional
attempts. Through continued practice
the student will be successful.
The stroke is then taught as a whole as soon as possible. The WHOLE action MUST be attempted
before the coaching session moves on to another activity.
This method of teaching may look different from the way coaches learned by standing in a line to hit part of a
shot one at a time or taught through a prescribed skill progression. To save time and avoid unnecessary confusion, provide a good demonstration, and couple that with practice, time, and experiential learning and see
students progress to success at a faster, less frustrating rate.
How to Develop Skills in Open Pickleball Environment:
Some adults will not want this next part of the session to last very long, if at all! They would rather just play a
game. However, helping them develop better technical skills will help them improve their game play. This is
the CLOSED part of the session. The content should be based on the observation and assessment by the coach
of the technical abilities seen in the OPEN game situation.
Coaching pickleball skills by feeding balls to the same place at the same speed is not an effective way of
preparing students to play the actual game. The majority of a Pickleball instruction session is “cooperative”,
meaning students are emulating the game vs. coaches feeding balls. This allows for the following:
Variation of speed
Variation of placement (short, deep, wide, etc.)
More realistic movement patterns
As a pickleball coach, it is valuable to empower students to get out to play and practice with others as soon as
possible. The social aspect of the game and the less intense learning curve make this possible. Students love
the autonomy and challenge of “figuring it out” on their own.
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Introducing the Specifics – Technical and Tactical Parameters:
A new skill or an improvement to an existing one is most easily developed first in a closed situation. Then the
coach progresses the student to a semi-open situation (more game like drills) and finally returns to the open
situation of competitive play. If the skill is effectively executed in the game, the student is well on the way to
learning it.
However, before progressing from open to semi-closed to closed status of the lesson, every coach must know
the actual parameters of each stroke and understand to what extent the finer points of that parameter can be
learned or improved by students.
To breakdown a specific technical parameter (defined below), the coach will use ball-to-ball or ball-to-paddle.
With improvers (vs beginners) it is probably not necessary to do both. Many adults will have a long-established skill base that may require considerable change to make the stroke efficient and/or effective. Being
able to meet the student where he/she is from a physical and a mental standpoint is critical. Improver adults
are often reluctant to make changes, fearing they will lose whatever skills they have. In this case, the coach
and the student should consider a few issues:
Is better technique
important to the
student?
If the student is happy with his/her present level of
play, (and/or circle of friends) then change or improvement may not be a realistic choice. The student,
NOT THE COACH, must want to change. Attempting to
change someone without their consent is a recipe for
disaster, frustration, and potential failure.
Is the shot effective?
Does it impede the
student’s ability to
improve?
Reminder: most changes to a shot will be the decision
of the student.
Is the shot
efficient?
If not, this means that change could prevent injury, so
should be attempted. For example, if a student is using the incorrect side of the paddle for a shot on their
non-dominant side, this could result in painful elbow
and/or shoulder problems and should be addressed
as a safety precaution.
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Should the
existing stroke be
left in place, but
a completely new
one be added to the
répertoire?
On many occasions with adult improvers, this strategy works! It is imperative to help students understand
that part of the goal of the coach is to provide students
with an “arsenal” of shots so that he/she can respond
to any given situation with confidence.
Technical Parameters
Introduced in the “closed” (skill development) part of the hourglass.
Here are the Technical Parameters and a breakdown of each one:
I
Stance
II
Grip
III
Contact Point
IV
Weight Transfer/Unit Turn
V
Use of Non-Dominant Hand
I. Stance
What does it mean to have a proper Pickleball “stance”?
Here are some important cues to proper pickleball stance:
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1
“Shoulders over Hips over Ankles”
We all have shoulders and hips and ankles (at least, we should) but for our stance to be the most effective,
we need these body parts to be OVER one another. If one’s feet are too wide, weight transfer (another technical parameter) becomes challenging. If one’s shoulders are down (dropping the sternum or “bullseye”), it is
difficult to have an early contact point (yet another technical parameter). Therefore, the cue “shoulders over
hips over ankles” allows coaches to set the foundation for students to “connect the dots “ and improve their
overall game.
Advantages
Challenges
Time and discipline to break old
habits
Improve efficiency of movement
Protect “bullseye”/ self
Avoid injury to knees, lower back,
etc.
Increase overall success
2
“Protect the Bullseye”
We all have a sternum (or chest) and, in pickleball, there is a need to “protect” this “bullseye”. This is an important aspect of Stance and a way for students to have a reference point to return to after each shot. When
teaching Improvers, coaches will continue to reinforce the value of keeping the paddle up and both the dominant and non-dominant hands engaged (another technical parameter). Again, the cue “protect the bullseye”
allows coaches to set the foundation for students to “connect the dots “ and improve their overall game.
Advantages
Challenges
Time and discipline to break old
habits
Protect “bullseye”/ self Improve preparation
Engagement of dominant and
non-dominant hands
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3
“Weight on the Balls of the Feet”
We all have balls of our feet and, in pickleball, there is a need to maintain our weight there in order to take up
space in the Non-Volley Zone and create pressure on the opponents. This is an important aspect of the technical parameter, Stance. When teaching Improvers, coaches will continue to reinforce the value of keeping their
weight forward (not flat-footed or on the heels - think “nose over toes”). This will also help students break the
habit of backing up off the Non-Volley Line. This cue “weight on the balls of the feet” allows coaches to set the
foundation for students to “connect the dots “and improve their overall game.
Advantages
Challenges
May have to be creative with how to
help people “feel” weight on balls of
feet (i.e., lift heels, maintain balance and lean into the NVZ)
Ability to transfer weight more
efficiently
Take time and space away from
opponent by leaning into the NVZ
Reinforce remaining an inch off the
NVZ line
4
“Chin away from Chest”
This aspect does not require much explanation. It is somewhat along the lines with “protect the bullseye” in
that if your chest / bullseye is up, your chin is, most likely, up also. However, if the chin drops to the chest, it is
more likely that the chest will drop making it difficult to guide / “push” the ball in the desired direction.
Advantages
Challenges
Time and discipline to break old
habits
More control over placement of
shots
Checking/adjusting stance using the above mentioned cues is critical to establishing a strong foundation from
which to develop/teach additional technical parameters.
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II. Grip
Some coaches may initially be intimidated by the concept / understanding of the various grips that are most
“acceptable” in pickleball. In addition, coaches from racquet/paddle sport backgrounds, may define grips
in terms that are not familiar to those students who do not have a background in racquet/paddle sports.
Therefore, it is important that we use generic language and make no assumptions as to what our students
may (or may not) know. We are going to use “dominant” instead of “forehand” and “non-dominant” instead
of “back- hand” or “front” of the paddle/“back” of the paddle.
In general, pickleball players do not have time to change grips like in other racquet/paddle sports and may
be prone to injury when using certain grips. It is important for coaches to understand the pros and cons of
each grip to effectively communicate with a student when change is suggested/necessary.
Here are the three most common grips seen in pickleball:
1
“Universal”/”Continental”/”Hammer” Grip
This is the most common grip and the grip used by many professional students. One can hit all the shots safely
and effectively with this grip. Finding this grip is easy – ask your student(s) to hold the paddle at the tip with
his/her non-dominant hand and then grab the grip with their dominant hand as if they were grabbing a hammer. Ensure that the thumb is around the paddle; this can cause injury in the thumb and/or the wrist and can
impede one’s ability to control the paddle face. Also try to create some space between the index finger and
the middle finger.
Advantages
Challenges
Difficult for students to relax the
wrist and to “shape” the ball, especially for those who come from
tennis and know this as the “Eastern
Grip” whereby the wrist is stiff or
“cocked”.
Slice
Low balls
Easy transition from each shot
Adaptable
Good for power and touch
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2
“Eastern” Grip
This grip consists of the “Hammer” grip with a slight turn of the paddle right, if right-handed, with the index
/pointer finger up on the grip and face of the paddle (the turn of the paddle in the hand is slightly to the left
if left-handed). This grip is common and easy for students to use. The extension of the index finger to the
face of the paddle can help students stabilize their wrist and direct the tip of the paddle; it is becoming more
common in pickleball; however, may limit one’s ability to improve beyond a certain level. Often adults will
start with this grip as Beginners, then progress toward the “Universal”/”Continental”/”Hammer” grip as they
become more skilled.
Advantages
Challenges
Easier to generate power
More support for the wrist
Easier to generate topspin on the
dominant side
3
Low balls on the side
High shots on the non-dominant
side forcing a grip change (Students
who start with this grip may try to
move the paddle to the non-dominant side supported by the thumb
(like a “frying pan” grip. This is,
obviously, not ideal.)
“V” Grip
This grip consists of a student choking up on the paddle toward the top of the grip and placing two fingers
on the face of the paddle often with the thumb on the opposite side of the paddle face. This stems from the
concept of the paddle as an extension of the arm/hand and is commonly seen in players with a table tennis
background. Some paddle manufacturers have made paddles with shorter handles to complement this grip
style. Men tend to favor this grip over women based on physiological differences. The “V” grip is not typically
as common as the other two grip types.
Advantages
Challenges
More support
Soft shots particularly on the
non-dominant side
Defending from the body
Creating power from certain positions
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Too much power
Transitioning from the non-dominant side to dominant
Harder to extend the elbow away
from the body
As mentioned, one of the most important things when deciding on a grip and/or determining whether to
change a grip, is to facilitate one that will, ideally, prevent injury. The most common injury caused by grip
is “tennis /pickleball elbow”. Without the proper grip, students tend to overuse the elbow and wrist and /or
squeeze the paddle with a “death” grip.
Coaches with other racquet/paddle teaching experience may not be comfortable teaching something like the
“V” Grip. Please remember pickleball is pickleball – it is not tennis, or racquetball, or squash, or padel, or
platform or whatever other sport one uses a racquet/paddle. Although there are similarities between all these
sports, it is important to understand that pickleball is an entirely different game with different technical parameters, one of which is grip! Understanding this will make you a better coach. If faced with a student who
does not like a grip you are teaching, help meet them where they are and /or where they can be the most successful at that time. If faced with a student who does not like a grip you are teaching, help meet them where
they are and /or where they can be the most successful at that time. Changes can be made once the player is
moving more toward Improver.
Proper grip tension is what gives a student the ability to control the paddle face (and we all know that the ball
goes where the paddle face goes, right?!). Most recreational students tend to hold the paddle too tight, which
creates ineffective shots. A student should not feel tension in his/her arm as they hold the paddle and may feel
like he/she has the most control when focus is the thumb, index, and middle finger similar to holding a pen.
Experienced students will adjust the tension of the grip according to the shot. Players tend to have the most
control of the paddle face when “guiding” or “pushing” the ball with a relaxed wrist and loose grip.
III. Contact Point
Unique qualities that make pickleball its “own” sport, are the fact that it is played with a plastic ball and a
solid-faced paddle (meaning no strings, holes, etc.). In addition, the pickleball court is small relative to other
courts such as a tennis court. Therefore, the timing required to connect with the ball is critical from both a
technical standpoint and a tactical standpoint (more on this later).
Technically, coaches want to teach students how to hit from an open stance with the contact point for every
shot being in front of the student. For example, if one is standing in the corner of a room, there is only so far
he/she can take her paddle back without striking the wall. This is a great visual for understanding early contact point, particularly for dinks and drops.
Advantages
Challenges
Tendency to overhit
Transitioning from the non-dominant side to dominant
Harder to extend the elbow away
from the body
Control
Accuracy
Consistency
Offensive when attacking
Defensive when resetting a hard
shot
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IV. Weight Transfer
Weight Transfer is a critical technical aspect of pickleball. Proper weight transfer looks like a 60% dominant
leg to 40% non-dominant leg “lunge”/ open stance discipline allowing the student to use the lower body to
“pick up the ball and set it down”. This particularly applies to dinking and transition shots but is applicable
and relevant for serve and return of serve as well.
Unit turn is a term also used when discussing weight transfer. If the student is taught to rotate shoulders and
hips as a “unit”, this will cause an automatic loading of the dominant leg and then effectively result in an appropriate transfer to the non-dominant leg.
As stated previously, all parameters are linked. Correct weight transfer has a huge impact on contact point and
stance and vice versa. Once again, connecting the dots from a technical standpoint will allow students to build
on each parameter and help successfully drive them forward from a tactical standpoint as well.
Advantages
Challenges
Turning sideways to hit “Squatting”
vs “Lunging” / 50-50 transfer
Standing too straight up and down
Positioning and movement
Balance
Efficient movement
Efficient recovery
Effective large muscle
biomechanics
V. Use of Non-Dominant Hand
In pickleball, as in all sports, we see different styles of play with unique form and technique. As coaches, we try
to meet our students where they are as far as style until some aspect of that impedes their ability to improve.
The use of the non-dominant hand plays several roles; however, some will argue that it is not critical.
Reminder, coaching Adult Improvers is not coaching professional students. Some pros can get away with a
hand on a hip or a thigh just as they might get away with a backwards-inside-out pancake grip. However, this
does not mean that everyone can get away with this; therefore, it is the job of the coach to provide the insight
into why certain parameters should be considered.
The non-dominant hand is useful for balance, as a reference for resetting the paddle to protect the
“bullseye”, and as a means to generate more “push” or power, when necessary/appropriate.
Advantages
Challenges
Realizing engagement vs non-engagement
Breaking bad habits
Lack of awareness
Balance
Recovery to “ready”
Awareness
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Continuing the Hourglass progression, the “Semi-Open” portion of the model provides for “development”
of the skill taught in the “Closed” portion of the session. Here, the coach will layer in a tactical parameter –
specific actions or steps one takes to accomplish a specific strategy. One must have a sound foundation of
technical parameters – Beginners to early Improvers. The next step is helping students learn how to be more
intentional to achieve the desired results.
Tactical Parameters
Introduced in the Semi-Open (“Develop”) Part of the Hourglass
Here are the Tactical Parameters and a breakdown of each one:
I
Consistency
II
Accuracy
III
Positioning
IV
Play to Opponent’s Weakness
V
Play to Self/Partner’s Strengths
I. Consistency
To be successful at anything, one must put in the practice to make “perfect” (or close). Repetitions are critical.
Consistency, the achievement of a level of performance that does not vary greatly in quality over time, leads
to confidence and confidence leads to success. Counting reps is a valuable way to practice consistency.
Typically, students will dink 3-5 times before they become anxious and feel pressure to “make something
happen”. This is called “shot-tolerance”. As Improvers become more advanced, the need for a higher shot
tolerance becomes more and more important. The goal would be to help students get comfortable hitting
20+ dinks. Why? How many times in a game will they hit 20+ dinks? Probably not too many; however, IF a student knows he/she is more confident that he/she can hit enough dinks to stay in the point until the opponent
makes a mistake or he/she receives an attackable ball.. Therefore, consistency is a VERY valuable technical
parameter!
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Advantages
Challenges
Time (to drill)
Discipline
Fear
Repetition
Confidence
Empowerment
II. Accuracy
The quality or state of being precise is an important technical parameter in the game of pickleball. This may
be even more applicable to pickleball due to the dimensions and geometry of the court. The pickleball court
is small. Hitting a specific target / area of the court can be a huge advantage, particularly as one moves up in
the ratings. It is also difficult to overpower an opponent in pickleball; however, becoming accurate with the
placement of the ball can be the difference!
When practicing accuracy, it is highly recommended to provide a visual target for the student(s). For example,
if the coach wants the student to work on contact point (technical parameter) and accuracy (tactical parameter) at the NVZ, he/she can place cones 1 foot over and 1 foot in front of the student’s feet inside the NVZ and
ask that the partners practice reaching in for shots that might bounce while also trying to hit the cones in front
of the “opponent”.
Simple Accuracy Strategy = Hit it to their FEET!
Advantages
Challenges
Time (to drill)
Discipline
Confusion about where & why
“Offensive” advantage
Allows for intentionality
Confidence
III. Positioning
Court positioning, positioning in relation to the ball and the opponent and positioning oneself for the most
desired outcome are all important to the overall tactical strategy of pickleball. In pickleball, we want to maintain a neutral and balanced position and move forward to every ball (at least until we reach the NVZ). In doing
so, we force the opponent to get off balance and out of position setting up attackable, offensive shots.
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Advantages
Challenges
Differing “Schools of Thought”
Discipline
Confusion about where to be and why
“Offensive” advantage
More intentionality
Less effort to movement
IV. Play to Opponent’s Weakness
Due to some of the key aspects of the game of pickleball, isolation of a student can play a big role in “out-strategizing” a formidable opponent. Having a limited amount of space, a short amount of time and the inability to
cut off a ball (“poach”) because of the parallel NVZ lines, students must be creative and take advantage of any
and all opponent vulnerabilities. Most students have a preferred zone for ideal contact with the ball; forcing
the opponent to make contact outside of this area creates a vulnerability or weakness.
If time is spent working on the tactical parameters of consistency and accuracy, playing to the opponent’s
weakness becomes a viable strategy for Improvers and more advanced students. Encourage students to communicate early in the game as to what shot(s) (i.e., do they avoid backhand dinks?), what area of the court (i.e.,
the middle), what ball-speed (i.e., slower vs faster) might be a challenge for the opposing team.
Advantages
Challenges
Analysis
Communication
Execution
Strategic Options
More intentionality
Success
V. Play to Self/Partner’s Strengths
This tactical parameter is an extension of time spent developing the technical parameters necessary to build
strengths / weapons. Some strengths may be more “natural” and others more “practiced”; regardless, it is
important that students can recognize these and use them as an advantage. Again, accuracy, consistency,
positioning, and more come into play when developing and highlighting one’s strengths.
“Stacking” as a strategy is effective for allowing students to control where they are on the court, who is taking
most of the third shots and more. If one partner is right-handed and one is left-handed, stacking is a wonderful
way to allow for both forehands to be in the middle of the court allowing for more offensive shots. It can also
be used as a more defensive strategy to change the way things look for the opponent. As with any tactical
parameter, this requires insight, communication, and lots of practice.
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Advantages
Challenges
Knowledge
“Buy in”
Persistence
Control
Options
Confidence
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Game Development
Introduced in the Open (“Evaluate”) part of the Hourglass
The coach’s role is to develop skills in a competitive game-like situation whereby the students
can continue to practice and develop the technical and tactical skills taught in the earlier
segments of the hourglass.
Once a student has worked through the technical parameter and the tactical parameter for that session, it is
time for the coach to put them to “the test” and evaluate their performance. This is the final Open phase of the
Hourglass lesson model. Adult students want to play and improve as competitors. Therefore, it makes sense
that a coach would always want to incorporate competitive development in each coaching session. Pickleball
is considered a “thinking” game and requires constant decision-making and a strong aptitude for proper shot
selection at the appropriate time. Taking the technical parameters and combining them with the tactical parameters provides students with a roadmap to success.
Practicing how to read the map and successfully navigate the path is just as important as practicing the reps!
Summary: the basic concept of a good coaching session is that the OPEN game situation at the beginning
of the session links to the OPEN game development at the end of the session. Using a game situation at the
beginning enables coaches to analyze the technical and tactical skills in the OPEN game situation, improve
and practice them in the CLOSED skill teaching and development section, and then progress them back into
the OPEN competitive situation.
On-Going Competition for Adults:
Well organized and approporiate competition means that adults play more often and use more courts! An
important goal for coaches it to reduce the gap between coaching sessions and competitive play. Therefore,
offering a variety of programming will help keep adults interested, engaged, and involved. At this point in the
evolution of the game, utilizing a standardized rating system will help students (and coaches) determine to
which leagues, round robins, clinics, they best belong. PPR is excited to partner with DUPR to help coaches
facilitate rating events for their facilities / club(s). Some adult students are happy competing “internally / locally” while others may want to venture out to compete against opponents with distinctive styles of play, etc.
Pickleballtournaments.com is a wonderful resource for students to search for local, regional, national, and
even international competition.
Closing the Session
The coach’s role is to evaluate performance and prepare the students for what comes next.
The conclusion of the session is especially important, but coaches often leave it to chance or let the students
drift away without bringing the group together. This may leave students feeling disconnected, unsupported,
and overwhelmed. This is a suitable time to provide a routine cool day / static stretching session along with a
re-cap of the lesson and homework assignment.
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Specifically, during the cool down, the coach will:
Quickly evaluate what was achieved in the session.
Recognize the students for their effort and results.
Ask the students for feedback about what they learned and how they improved.
Assign “homework” to reinforce what was covered in the session.
Throw out a teaser for what will follow next week.
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CLASS
Adult Improver
STUDENTS
Bob & Mary
DATE
07/22/2022
TOPIC
Lesson Plan #1
OBSERVATION
Students play mini-pickleball with rally scoring; “serve” & “return”
or “courtesy/courtesy;” play out the point. Watching for paddle face
control, direction of the ball & positioning. Are students backing up
to let the ball bounce and/or force a late contact point?
SKILL DEVELOPMENT
a. Toss weighted ball or decompressed tennis ball straight ahead & diagonally using lower body stability, hinging from the shoulder, extending
arm and guiding ball toward the “bullseye” of partner. Partner catches
ball with 2 hands in front of sternum, simulating taking the dink in the
air vs letting it bounce.
b. Place 2 cones in front of both students simulating contact zone
(1 foot in, 1 foot over) creating a visual - if the ball is going to bounce
between the cone and the NVZ line, take it out of the air. (Ball-to-Ball
or Ball-to-Paddle)
Non-Volley Zone
LESSON #
#1
LESSON FOCUS
Contact Point & Consistency
MATERIALS NEEDED
Decompressed tennis ball &
targets
WARM-UP ACTIVITIES
Core Rotations, Monster Walks,
High Knees, Butt Kicks
TACTICAL PARAMETER
Students focus on utilizing the space in front of the body avoiding
contacting the ball behind / beside the body. Holding ground at the
NVZ to optimize offensive opportunities.
GAME DEVELOPMENT
Play mini-pickleball with rally scoring; courtesy/courtesy; Encourage
students to go for depth on dinks to force late contact point to create
offensive opportunities. Watch for students holding their ground at the
line vs backing up/getting out of position. Points added for winning rally
& subtracted for any ball that bounces between the target and the line
and/or anytime a student moves back away from the NVZ.
WRAP-UP/EVALUATION
Static stretching; re-cap of lesson: contact point as it relates to
dinking; positioning as it relates to not backing up off the NVZ line.
Homework: meet 10 minutes before rec play to drill dinking with
focus on the above skills.
LOOKING FORWARD TO NEXT WEEK
Review: NVZ with contact point & positioning. Focus: Transition
from base- line to NVZ.
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CLASS
Adult Improver
STUDENTS
Bob & Mary
Lesson Plan #2
OBSERVATION
Students play Skinny Singles and coach observes efficiency and
effectiveness as students transition from baseline to non-volley zone.
Keep score - switch sides when point is won but serve cross-court
(if server has an even number the return of serve is hit to the right
side of the court).
SKILL DEVELOPMENT
DATE
08/05/2022
TOPIC
Transition Zone
LESSON #
#2
LESSON FOCUS
a. One student at the NVZ, other at baseline. Student at NVZ tosses
a pickleball to the feet of the other student. Baseline student practices
60-40 weight transfer (lunge) to lift the ball over the net to allow
for them to walk forward NVZ student tosses another ball and then a
3rd ball while student continues to move forward. Switch roles (ball to
paddle).
TACTICAL PARAMETER
One student at the NVZ, other at the baseline. Student at the NVZ
feeds the ball to the feet of the other student. Baseline student continues to work on weight transfer while also trying to accurately hit
the shot below the waist of the student /at the feet of the student at
the NVZ (3rd shot drop). Once baseline student is at the NVZ, they
hit several dinks and then switch roles..
GAME DEVELOPMENT
Weight Transfer / Accuracy
MATERIALS NEEDED
Decompressed tennis ball &
targets
WARM-UP ACTIVITIES
60-40 Lunges; High
Knees ,
J umping Jacks
Students play Skinny Singles and coach observes efficiency and effectiveness as students transition from baseline to non-volley zone. Keep
score - switch sides when point is won but serve cross-court (if server
has an even number the return of serve is hit to the right side of the
court). Coach is watching for weight transfer, efficiency and effective
transition and accuracy of the 3rd shot drop.
WRAP-UP/EVALUATION
Static stretching; re-cap of lesson: weight transfer as it relates to
transition; accuracy as it relates to the 3rd shot drop. Homework:
for the next week, commit to trying to 3rd shot drops 50 & of the
time in rec play and work on Grip Tension..
LOOKING FORWARD TO NEXT WEEK
Review: Transition with weight transfer and accuracy. Focus: Proper
serve grip and serve consistency.
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CLASS
Adult Improver
STUDENTS
Lesson Plan #3
OBSERVATION
Each student serves 4 serves from the right side and from the left
side of the court. Play out the point cross-court and then switch
roles. Coach is observing consistency of serve. Students play rally
scoring and take turns until someone gets to 11 points.
Bob & Mary
SKILL DEVELOPMENT
DATE
07/29/2022
TOPIC
Serve
LESSON #
#3
LESSON FOCUS
Grip / Consistency
MATERIALS NEEDED
Decompressed tennis ball &
targets
Both students start on the baseline and toss the decompressed tennis
ball back and forth underhanded and crosscourt. The emphasis is on the
position of the hand & the release of the ball regarding how that translates to the paddle. (Ball-to-Ball).
TACTICAL PARAMETER
Both students come to the same baseline. Coach puts cones halfway through the service box on both sides. Students focus on
keeping the correct grip / hand position while trying to consistently
hit to the back half of the service box. Adjust the cones to make it
more challenging as applicable.
GAME DEVELOPMENT
Students go to opposite baselines again. Each student serves 4 serves
to each side of the court and plays the point out crosscourt. The targets
are to the outside of the service box so that one can tell if the serve
passes the line or not. Students play out the points crosscourt and the
winner of the rally gets a point AND the server gets a bonus point if
his/her serve lands past the target. Play rally scoring to 11 points OR
have students serve from same baseline for certain number in a row that
land behind the target - give them 2 minutes on each side.
WRAP-UP/EVALUATION
Static stretching; re-cap of lesson: contact point as it relates to
dinking; positioning as it relates to not backing up off the NVZ line.
Homework: meet 10 minutes before rec play to drill dinking with
focus on the above skills.
WARM-UP ACTIVITIES
LOOKING FORWARD TO NEXT WEEK
Skipping, Monster Walks,
Butt Kicks
Review: Grip & Consistency of Serve Focus: Return of Serve
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Section
5
Evaluating and
Monitoring Performance
Identify Keys to Success
A good coach is constantly evaluating and monitoring himself / herself and his /her students.
Evaluating and monitoring of student performance:
For the coach to monitor student progress against specific objectives
For the coach to review individual progress of students
Goals are developed in time frames that are understandable to students. Adults have a greater appreciation that success is not immediate, but, nonetheless, Beginners and Improvers especially need to feel and
see progress from one session to the next.
Evaluating and monitoring of coaching performance:
It is important that coaches self-evaluate on a consistent basis. Every good coach reviews each
session and seeks the feedback of students so that he /she can modify the next session and his/her
own performance if necessary. A more objective and regular assessment of current performance,
by peers, is also important and should help identify any gaps in knowledge, experience, or fundamental coaching base. In a program where several coaches work together, there is an invaluable
opportunity for coaches to provide feedback to one another on a regular basis. Regular and on-going training should be automatic for all coaches.
Coaches should make sure that all professional memberships, continuing education, and insurance policies are maintained and up-to-date.
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Copyright 2023 Professional Pickleball Registry All rights reserved.
Reproduction in whole or in part of this Professional Pickleball Registry Study Guide is
not permitted without written consent of Professional Pickleball Registry.
The PPR curriculum was written, updated and influenced by the following professionals:
Sarah Ansboury
Taylor Taylor
Collin Johns
The PPR is grateful for you and the others who make this organization possible. We look
forward to watching the continued growth of the game through our confident, capable,
certified instructors! Thank you!!
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www.usapickleball.org