INSTRUCTOR 1:
INTRODUCING PICKLEBALL
IN-COURSE
WORKBOOK
This workbook is to be used
throughout the course as a way of
making notes, recording
reflections, and demonstrating
learning.
Version 1.1
[email protected]
2021 v.1 © Tennis Canada, TPA Canada and Coaching Association of Canada
PARTNERS
CLIENT NAME HERE:
Typically fewer than five percent of the students would
complete a course. For example, the Stanford Honors
Cooperative Program, established in 1954, eventually
offered video classes on-site at company.
CLIENT NAME HERE:
Typically fewer than five percent of the students would
complete a course. For example, the Stanford Honors
Cooperative Program, established in 1954, eventually
offered video classes on-site at company.
CLIENT NAME HERE:
Typically fewer than five percent of the students would
complete a course. For example, the Stanford Honors
Cooperative Program, established in 1954, eventually
offered video classes on-site at company.
CLIENT NAME HERE:
Typically fewer than five percent of the students would
complete a course. For example, the Stanford Honors
Cooperative Program, established in 1954, eventually
offered video classes on-site at company.
i
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
PRINT THIS DOCUMENT
Completion of this document is a requirement of the course. You are responsible
for printing out a copy and having it with you during the in-person session.
Please print this document and bring it with you for the on-court session.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l i
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
ABOUT YOU
Please include some basic information below:
My name is:
My current involvement in pickleball includes:
By participating in this course I am hoping to:
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l 1
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
USING THIS
WORKBOOK
RECORD, REFLECT, DEMONSTRATE
This document is intended to help you record any thoughts, ideas or
concepts that you find interesting. It is also a chance for you to reflect
on how your own perspectives change over the duration of the course.
Finally, this workbook is used as part of your evaluation as it allows you
to demonstrate your knowledge of the key concepts introduced in
the course.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l 2
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
BEING A 'GOOD' INSTRCTOR
What makes someone a good instructor? Consider a range of characteristics
related to how they present themselves, how they interact with others and their
specific and general knowledge related to their sport.
A good instructor is someone who...
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l 3
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING
PICKLEBALL
LET'S WATCH
SOME LESSONS
We are going to watch portions of two
sample lessons. Your task is to watch the
lessons carefully and use the following pages
to record any observations that you have.
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
LESSON 1
Like (Instructor) Dislike (Instructor)
What did you like about the What did you dislike about the
instructor's behaviour? instructor's behaviour?
Like (Lesson Format) Dislike (Lesson Format)
What did you like about the What did you dislike about the
lesson as a whole? lesson as a whole?
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
LESSON 2
Like (Instructor) Dislike (Instructor)
What did you like about the What did you dislike about the
instructor's behaviour? instructor's behaviour?
Like (Lesson Format) Dislike (Lesson Format)
What did you like about the What did you dislike about the
lesson as a whole? lesson as a whole?
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
WHICH LESSON?
After observing the two lessons, explain which approach you think is preferable
and why. In particular, consider which lesson most fully demonstrates the Quality
Standards as outlined in the Pre-Course Work: Caring; Improvement; Active
Participation; Making Friends; Having Fun.
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
BEING A 'GOOD' INSTRCTOR
After seeing the two sample lessons and having some group discussion, what else
would you add to your list of what makes a good instructor?
A good instructor is someone who...
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
CANDIDATES AS
STUDENTS
You are now going to put on your Take special note of the reflection
'student hat' and your Learning prompts.
Facilitator will lead you through an
accelerated introductory lesson. On the following page you will be
able to record any general
As you participate in this lesson, pay observations or list any questions
attention to your thoughts, feelings you have for the LF. .
and observations.
These three things stood out:
I was surprised that...
Overall, the lesson felt...
I would describe the instructor's behaviour as...
Estimated % of time doing something active?
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 9
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
CANDIDATES AS
STUDENTS
Other Observations:
Questions for Learning Facilitator:
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
SAMPLE LESSON
Welcome / Meet & Greet. This is a short and friendly exchange. Cover any housekeeping issues as
well as discuss safety issues.
Try to rally (as a group of 4). Using just one ball as a group, players try to exchange the ball back
and forth in a ‘friendly’ way.
Self Rally Groundstrokes (FH/BH/Flip-Flop). Introduce the continental grip (aka ‘handshake’ grip)
as a common and versatile way to hold the paddle. Have players use it to perform self rally
groundstrokes.
Self-Rally Volleys (FH/BH/Flip-Flop). Using the same grip, have players attempt self-rally volleys.
Partner Double Touch Rally. From close to the NVL, have players attempt to rally with a partner
while hitting the ball once to themselves before sending it gently over the net. This should include
volleys as well as groundstrokes.
Partner Single Touch Rally. Same as double touch but no self-rally first. This should include
volleys as well as groundstrokes.
Friendly Rally Group Attempt. Now that players are developing some control, it is time to
attempt another friendly rally with the group. All players should start near the baseline and practice
sending slow, arcing balls to each other.
Two Friendlies and Play. Assuming the rallying is becoming more consistent, have players send
two friendly balls (each must be allowed to bounce before being hit) and then ‘play to win’.
Instructor will need to explain how a team wins a rally (opponents hit out of bounds or in net; two
bounces etc.)
Two Friendlies and Play with Bonus Points. After a few points, ask about how players were
trying to cause trouble (e.g. make opponents move; hit fast, hit low). Explain that coming to net to
volley allows a player to steal time by giving the ball a shorter distance to travel.
Place cones around 3/4 court and explain that for the rest of the game, the team that wins a rally
will earn a bonus point for each player on their team between the cones and the net. This is a good
time to mention that the returning team has the first chance to move toward net (two bounce rule).
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 1 1
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
SAMPLE LESSON
Serve and Deep Return. Explain that when the returning team runs to the net, their life becomes
more difficult if their return of serve is short since they will have less time to react than if the return
was deep. Set up four cones at 3/4 court. Working in pairs (one ball per pair) and down the line,
have one player serve to the service box and have the returner try to return the ball beyond the
cone. Switch after three attempts. Explain that ball height and speed influence the depth of the
return.
Third Shot Low. When opponents are at the net after returning serve, it is important to keep the
ball low and difficult to attack. Working in pairs (one ball per pair) and down the line, have one
player serve to the service box, have the returner try to return the ball to the server and have the
server try to hit a third shot low to the net (1.5. paddle heights max.). These low shots could be any
speed since height is the focus. Switch after each attempt.
Servers vs Returners. One team is identified as the serving team and the other as the returning
team. The servers must hit their serve crosscourt into the service box. Returner hits return and
both players run to the NVL. Play out the point using rally scoring. Each player on the serving team
hits two serves (one from left side on from right). After a few points, explain that the returners
partner can ‘get a head start’ and begin the point standing at NVL since serve must be crosscourt.
Play until one team wins seven points and switch serving teams.
Real Points (Rally Scoring). Explain that when the serving team goes on to win a rally, the server
is rewarded with being able to serve again (but from the opposite court). And that if the serving
team loses the rally, the server loses their serve and their partner takes over. After both serves are
lost, the returning team gets to serve, starting with the person on the right. As players get more
comfortable with this, explain the ‘first-server / second-server’ concept. Play real points using proper
rotations and rally scoring.
Real Points (Regular Scoring). Explain that while rally scoring is one way to keep score, more
commonly people play that a team only earns a point if they were the serving team. Give examples
to illustrate this. Also explain that the first-server / second-server rule does not apply at the very
start of a match. Have players play real points using regular scoring.
Wrap up and Debrief. Finish the lesson on a high note! Praise the players’ effort and enthusiasm
and remind them of how far they have come. Some people may still be uncertain about scoring so
explain that they will likely be playing with people familiar with scoring so not to worry about it too
much. Answer any questions and promote next steps or programs for these new players.
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
QUALITY STANDARDS
CARING INSTRUCTOR
Professional on and off the court. Is positive and
1 supportive, treats others fairly and with respect.
Prepares carefully and uses names of players.
FOSTER IMPROVEMENT
Ensures activities improve point play skills.
2 Demonstrates correctly and provides meaningful
feedback. Provides a high volume of repetitions.
APPROPRIATE CHALLENGE
3 Uses level-appropriate activities, groups players
appropriately and encourages effort.
ACTIVE PARTICIPATION
Maintains a safe and controlled environment.
4 Maximizes activity and uses a PLAY-PRACTICE-PLAY
format.
HELP PLAYERS MAKE FRIENDS
5 Encourages cooperation, uses teamwork in activities
and promotes supportive relationships.
HAVE FUN
6 Is actively scanning to make sure the other Quality
Standards are present.
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
Practice
Teaching
Observations
Use the next few pages
to record your
observations and
reflections as you
practice teaching.
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2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
PRACTICE TEACHING OBSERVATIONS
This is your opportunity to reflect on your own teaching practices. List the things
that you thought you did well, things that didn't go so well, and what you might
do differently next time.
What went well?
What didn't go so well?
What will you do differently next time?
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 1 5
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
PRACTICE TEACHING OBSERVATIONS
This is your opportunity to reflect on your own teaching practices. List the things
that you thought you did well, things that didn't go so well, and what you might
do differently next time.
What went well?
What didn't go so well?
What will you do differently next time?
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 16
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
PRACTICE TEACHING OBSERVATIONS
This is your opportunity to reflect on your own teaching practices. List the things
that you thought you did well, things that didn't go so well, and what you might
do differently next time.
What went well?
What didn't go so well?
What will you do differently next time?
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 17
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
COMPLETING THIS
COURSE
In order to complete this course, a candidate must successfully complete
the following:
ATTEND THE COURSE IN
FULL
This includes on-court and off-court
sessions.
KNOWLEDGE EVALUATION
This includes: Pre-course work; In-
Course workbook; MED Online
Evaluation.
PROFESSIONALISM
EVALUATION
This concerns your participation and
attitude during the course.
PRACTICAL EVALUATION
This is related to your demonstration
of running a sample group lesson.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 18
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1: INTRODUCING PICKLEBALL
KNOWLEDGE
EVALUATION
MET STANDARD MARGINAL INCOMPLETE
1 Pre-Course Online Modules
2 In-Course Workbook
3 MED Online Course
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 19
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
ACTIVITIES FOR EVALUATION
Here are the activities used for the Practical Evaluation
Topic Activity
Learn to Rally Rally Progression
Why Come to Net 2 Friendlies & Play
Why Return Deep Serve & Deep Return
What to Do with 3rd Shot Serve, Return + 1
Serve Rules &
Servers vs Returners
Positioning
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 20
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
INSTRUCTOR 1
LESSON PLANNER
ACTIVITY
PART
1 TEACHING POINTS
TIME
ACTIVITY
PART
2 TEACHING POINTS
TIME
ACTIVITY
PART
3 TEACHING POINTS
TIME
ACTIVITY
PART
4
TEACHING POINTS
TIME
ACTIVITY
PART
5
TEACHING POINTS
TIME
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NOTES
Use these pages for any general notes you may want to take.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 22
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
NOTES
Use these pages for any general notes you may want to take.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 23
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
NOTES
Use these pages for any general notes you may want to take.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 24
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
NOTES
Use these pages for any general notes you may want to take.
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 25
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
THANK
YOU!
Becoming a certified pickleball instructor is not an easy task. By choosing to
participate in this course you have demonstrated a commitment to your
current and future students, as well as to the sport of pickleball.
[email protected]
In s t ructor 1: In t r o d u c i n g P i c kl e b a l l P a g e 2 6
2021 © Tennis Canada, TPA Canada and Coaching Association of Canada
