This approach sets out three groups of play at different levels. Group 3 offers the most support for players developing their foundation skills. Group 2 introduces more structured drills and supported games. Group 1 is intended for players who can play more independently, with a volunteer overseeing the session.

The groups are a practical way to match the level of challenge and support to each player. They are not fixed labels, and there is no requirement for everyone to progress. A player may remain in the group that suits them, or move between groups as their confidence, mobility and needs change.

Across all three groups, the aim is to provide an enjoyable and supportive environment where players can develop at their own pace. In the early weeks, prioritise keeping rallies going, building confidence and enjoying the game rather than applying every rule strictly.

Allow a second bounce whenever a player needs it. As a player becomes more mobile and confident, this adaptation can be reduced where appropriate.

Group 3: developing foundation skills

Group 3 is for players who benefit from simple, controlled activities and close volunteer support. The focus is on helping each player experience success while gradually developing movement, touch and confidence.

Ideally, provide one volunteer feeder for each player. Additional volunteers can stand behind players with more limited mobility to collect balls and help keep the playing area clear.

Begin with hand-fed balls

During the first few sessions, some players may benefit from slow, hand-fed balls. The volunteer should:

  • Stand directly opposite the player
  • Use a gentle, arcing feed rather than a fast or flat ball
  • Aim for the ball to bounce within easy reach
  • Give the player enough time to prepare and respond

Once the player is comfortable with hand-fed balls, progress to controlled paddle feeds.

Develop the dink

Begin with an easy, straight dink. Once the player can perform this consistently, feed the ball slightly to either side to introduce a lateral step.

Start with gentle hand feeds so the player has time to prepare, make controlled contact and become familiar with the movement.

Stage 1 — hand feeds: a gentle feed gives the player time to prepare and practise controlled contact.

Encourage:

  • A soft grip
  • A gentle swing
  • Controlled contact
  • A balanced position
  • Moving the feet instead of reaching too far

Next, progress to a standing dink with a volunteer returning the ball at a comfortable pace and within easy reach.

Stage 2 — standing dinks: the volunteer keeps the return controlled while the player develops touch and consistency.

A large bucket can be used as a target for practising a gentle, controlled dink. Players can count how many balls they land in the bucket, adding a light-hearted competitive element without making the activity feel overly technical.

An alternative target activity: aiming into a bucket adds a simple, enjoyable challenge while developing control.

As confidence develops, introduce:

  • Cross-court dinks
  • Dinking games
  • Longer rallies
  • Lateral movement
  • Forward movement towards the non-volley zone

Introduce small, purposeful steps while continuing to place the return within a comfortable reach.

Stage 3 — dinking with steps: the player adds controlled movement while maintaining balance and soft contact.

When players are ready to rally together, one volunteer can support two players by controlling the pace and placement of the ball. This introduces a shared rally while retaining close support.

Stage 4 — two players and one volunteer: the volunteer supports a controlled shared rally as the players build consistency.

Two players opposite two volunteers can work particularly well. The volunteers control the pace and placement of their returns to help maintain the rally. The priority is to keep the ball going rather than to win the point. With regular practice, some players may be able to achieve rallies of 50 to 60 shots after a few weeks.

The example below shows this cooperative dinking practice using half a court. Two players face two volunteers, who return the ball at a controlled pace and within a comfortable reach. Keeping the activity to one half allows another small group to use the remaining space, provided there is a safe separation between the activities.

Half-court cooperative dinking: two players practise with two volunteers who control the pace and placement of the ball.

Encourage safe movement

Encourage players to take lateral or forward steps when appropriate and avoid moving backwards. The two-bounce option can give a player more time to reach the ball, establish their balance and continue the rally.

Make good use of court space

When running dinking drills, consider setting up two temporary nets across one court. Two players can stand on the outside or wall side, with two volunteers positioned in the middle. Each volunteer feeds or returns dinks across one net. This arrangement allows more players to remain active at the same time.

Introduce serving

Once players have developed confidence through dinking drills and games, introduce the serve. Use a basket of balls and have a volunteer available to offer individual guidance.

Keep the technique simple and repeatable. Encourage a comfortable swing, a consistent routine and a serve that travels well into the court. Many players find the drop serve easier, so it is often a useful starting point.

Progress to serve-and-return drills when the returned ball can be placed consistently within the player's reach. Continue to offer the two-bounce adaptation when needed.

Group 2: structured drills and supported games

Group 2 is for players who are ready for more structured drills, controlled feeds and game-based activities. Two volunteers allow the session to offer this additional support.

Volunteer players can play opposite the Pickleball for Parkinson's players and return controlled shots within comfortable reach. This helps players develop consistency and confidence without making the exercise unnecessarily difficult.

Extended dink drills

Use controlled dinking exercises to develop:

  • Soft touch
  • Control
  • Consistency
  • Confidence at the non-volley zone

Serve, return and move forward

Practise serving and returning in a controlled environment, concentrating on a simple and repeatable technique.

Encourage players to return the serve with a high, looping shot, move towards the non-volley zone and establish their position there. The higher return gives them more time to move forward safely.

Non-volley-zone volley drills

To build confidence with volleying, begin with players positioned near the non-volley zone. Reuse the half-court layout from the dinking practice so the surroundings remain familiar. A volunteer can start with gentle, accurately placed feeds from the other side of the net, then increase the distance or pace gradually when the player is ready.

Encourage a compact movement with the paddle held in front. The aim is controlled contact and recovery to a balanced ready position, rather than hitting hard or reaching for difficult balls.

Progressing to volleys in the same half-court setup: a volunteer supplies controlled feeds while the player practises a compact volley and balanced recovery.

Game play and rotation

Two volunteers playing against two Pickleball for Parkinson's players works particularly well. Where numbers allow, rotate players on and off the court. This keeps everyone involved while providing useful rest breaks for anyone who needs them.

As players develop their mobility, confidence and independence, they may be ready to join Group 1.

Group 1: more independent play

Group 1 is for players who can take part more independently. One volunteer oversees the session, supports the players and offers occasional coaching advice.

Useful coaching points include:

  • Positioning on the court
  • Moving towards and establishing position at the non-volley zone
  • Keeping rallies going
  • Offering simple advice and positive encouragement when needed

Players can still choose to use a second bounce on their side of the court. One possible disadvantage is that it may encourage a player to remain towards the back of the court instead of moving forward to the non-volley zone. As mobility and confidence develop, phase out the second bounce only when it is appropriate for that player.

During a player's first few weeks in Group 1, continue to focus on sustained rallies, confidence and controlled movement towards the non-volley zone. Avoid being overly strict about the rules while the player settles into the group.

Moving between groups

Progression should be based on the individual player's confidence, ability and appropriate level of challenge.

Players in Group 3 may move to Group 2 as their movement, control and ability to maintain rallies improve. For some people, Group 3 will continue to provide the right type and level of activity.

Players in Group 2 who develop greater mobility, confidence and independence may wish to progress to Group 1. Discuss any move with the player and make it clear that remaining in the same group is equally valid.

Principles for every volunteer

Across all three groups:

  • Focus on keeping rallies going rather than simply winning points
  • Build confidence by creating achievable opportunities for success
  • Adapt the pace and difficulty to the individual
  • Allow a second bounce whenever it is helpful
  • Encourage movement towards the non-volley zone while allowing additional time and space
  • Discourage backpedalling and promote controlled lateral or forward movement
  • Keep coaching advice simple, clear and positive
  • Use controlled feeds to provide an achievable challenge
  • Let players take breaks or rotate off court when needed
  • Support progression when the player is ready, while recognising that remaining in the same group may be the right choice
  • Keep every session enjoyable, supportive and inclusive