Bring your coach a question.

“Fix my game” is an understandable request. It is also a very large appointment. A coaching session has a better starting point when player and coach can identify one situation worth examining together.

You do not need to arrive with a self-diagnosis. In fact, presenting the situation without insisting on its cause gives the coach more room to help. Describe what you noticed and let the lesson test your interpretation.

Bring an example, not a verdict.

Try: “When we are pushed back, I often don’t know which ball is mine.” That tells the coach where to look. “My partner is the problem” mostly tells them that there is a conversation waiting to happen.

If you have notes from a match, choose a few specific moments. If you want to use a recording, get the relevant people’s permission before recording or sharing it. A useful example does not need to expose anyone’s private conversation.

Agree on a realistic focus.

At the start, tell the coach what you hope to understand by the end. Ask which part is sensible to work on now and how you will recognise progress. The best outcome might be a clearer decision, not an instantly transformed shot.

For coaches, this is a chance to check expectations rather than promise a result. Explain the exercise and invite the player to describe what they feel or notice. A shared vocabulary makes later feedback easier to use.

Finish with something you can repeat.

Before leaving, ask for one cue to remember, an appropriate practice task and a sign that you should revisit the issue. Repeat the instruction in your own words so the coach can correct a misunderstanding.

Record the focus in your own notes. Where lesson records are available in SERPADEL, authorised coaches can review the recorded focus and student session information. That is a reference point, not a substitute for the conversation.

Your coach does not need a royal speech. A specific question, an honest example and a willingness to experiment will travel much further.