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Perhaps Success Should Be Measured Not Only by the Professionals We Produce, But by the People We Develop

How should academy football define success?

It is a simple question.

Yet I suspect the answer is far more complicated than we often acknowledge.

Most clubs understandably view success through a particular lens.

Professional contracts.

First-team appearances.

International recognition.

Transfer fees.

Academy productivity rankings.

These things matter.

Indeed, they should matter.

Academies exist to identify, develop and produce elite players. That is their purpose.

But I increasingly wonder whether those measures alone tell the full story.

Because while clubs may measure success one way, children and families may measure it very differently.

And perhaps they should.

The Binary Trap

Much discussion around academy football implicitly divides children into two groups.

Those who “make it”.

And those who don’t.

Those who sign professional contracts.

And those who are released.

Success and failure.

Yet reality is rarely that straightforward.

The overwhelming majority of children entering academy football at Under-9 will not go on to become professional footballers.

That is not pessimism.

It is simply the reality of elite sport.

Potential does not always realise itself as predicted.

Physical maturation.

Injuries.

Opportunity.

Confidence.

Motivation.

Luck.

Life circumstances.

And countless other factors beyond anyone’s control can influence the journey.

Not every talented nine-year-old becomes a professional.

And not every professional looked exceptional at nine.

That is the nature of development.

Looking at every child who leaves the pathway before the Professional Development Phase as some form of failure fundamentally misunderstands what academy football should be about.

The Club’s Perspective

From the club’s perspective, success is often measured through outcomes.

How many professionals were produced?

How many first-team appearances?

How many internationals?

How much transfer income?

How many academy graduates feature in the senior squad?

These are entirely legitimate measures.

After all, academies are an investment.

Clubs have a responsibility to produce footballers.

But these metrics inevitably reflect success from the perspective of the organisation.

Children and families may see things rather differently.

The Family’s Perspective

Ask a child twenty years later about their academy experience and they are unlikely to talk about academy productivity rankings.

They are more likely to remember:

Friendships.

Memories.

Experiences.

Belonging.

Confidence.

The coach who believed in them.

The teammate who became a lifelong friend.

The first time they travelled abroad.

The pride of wearing the club badge.

The excitement of playing in front of family.

The lessons they learned.

The resilience they developed.

The opportunities they experienced.

And perhaps most importantly, the feeling that they mattered.

Those things are not consolation prizes.

They are outcomes in their own right.

Belonging Matters

I have written previously about belonging and emotional resonance.

Increasingly, I believe these ideas sit at the heart of player development.

People perform best when they feel they belong.

Children are no different.

Belonging creates confidence.

Confidence encourages learning.

Learning promotes development.

Development creates opportunity.

And opportunity creates possibility.

The best environments are not necessarily those that simply produce the most professionals.

They are the environments where children feel valued, supported and understood.

Because people rarely remember every session.

They remember how people made them feel.

Years later, they may forget the scorelines.

But they will remember whether they enjoyed the journey.

Emotional Resonance

Long after tactical practices and tournament results have been forgotten, emotional resonance remains.

Children remember whether they were listened to.

They remember whether someone believed in them.

They remember whether they felt included.

They remember whether they felt safe.

They remember whether they enjoyed turning up.

They remember whether they were treated with dignity and respect.

And they remember whether they left feeling better than when they arrived.

Those memories last.

Indeed, they often outlast football itself.

That is why emotional resonance matters.

Because football memories are rarely built around exercises and practices.

They are built around relationships.

Stewardship

Increasingly, I think academy football should view itself through the lens of stewardship.

Perhaps we are not simply developing footballers.

Perhaps we are temporarily entrusted with young people and the responsibility that comes with that.

Professional contracts are one outcome.

But they are not the only outcome.

And they are certainly not the only measure of success.

Stewardship means recognising that every child matters.

Not just the most talented.

Not just the ones likely to sign scholarships.

Not just the future internationals.

All of them.

Because every child deserves a positive experience.

Every child deserves opportunities.

Every child deserves encouragement.

Every child deserves to feel they belong.

Leaving People Better Than You Found Them

One philosophy has increasingly shaped my own thinking:

Leave people better than you found them.

It is simple.

But it is powerful.

Applied to academy football, it changes the conversation entirely.

Because success is no longer reserved exclusively for those who become professionals.

Success becomes broader.

If a child leaves an academy having:

• become a better person;
• gained confidence;
• developed resilience;
• made lifelong friendships;
• experienced things they otherwise never would have experienced;
• learned important life lessons;
• and retained a lifelong love of football;

then surely that represents success.

Those outcomes matter.

Not because they are secondary to producing professionals.

But because they are valuable in themselves.

Success Is Not Binary

At my own club, many players released along the pathway secure opportunities elsewhere.

Levels change.

Players move between academies.

Others arrive from lower category clubs.

Development is fluid.

And for those who ultimately return to grassroots football, I do not view that as failure.

Far from it.

If we have given them opportunities.

If we have created positive memories.

If we have helped them grow.

If we have made them better people.

Then that should be celebrated.

Football should enrich lives.

Not merely produce footballers.

Producing Good People

Producing professional footballers is extraordinary.

It should always be celebrated.

But producing good people matters just as much.

Perhaps more.

Because only a small number of children will become professional players.

But every child will become an adult.

Every child will become somebody’s partner.

Somebody’s friend.

Somebody’s colleague.

Perhaps one day somebody’s parent.

The qualities developed through football:

Humility.

Respect.

Resilience.

Empathy.

Discipline.

Teamwork.

Belonging.

These things extend far beyond the game.

Their impact can last a lifetime.

A Different Definition of Success

Maybe academy football should ultimately be judged not only by the professionals it produces.

But by the people it develops.

Because producing professionals is extraordinary.

Producing internationals is remarkable.

Generating transfer fees is valuable.

But leaving young people better than we found them may be the most important contribution of all.

Perhaps that is the true purpose of academy football.

Not simply creating better footballers.

But creating better people.

And if children leave the journey with confidence, friendships, unforgettable memories and a lifelong love of the game, then that should never be viewed as failure.

Those things are not consolation prizes.

They are success.

Perhaps success in academy football is not simply about creating professionals.

Perhaps success is about stewardship.

Perhaps success is about belonging.

Perhaps success is about emotional resonance.

Perhaps success is about opportunities.

And perhaps, above all else, success is about leaving people better than you found them.

What Two Decades of England Goalkeepers Tell Us About Talent Identification, Relative Age Effect and the Role of Regional Academies

When England named their squad for the 2026 FIFA World Cup, three goalkeepers were selected: Jordan Pickford, Dean Henderson and James Trafford.

On the surface, there was nothing particularly unusual about that.

Pickford has been England’s established number one for almost a decade. Henderson has long been viewed as one of the country’s leading goalkeepers. Trafford is widely regarded as one of the most promising young goalkeepers in Europe.

Yet when I looked more closely at their development journeys, something caught my attention.

Dean Henderson did not begin his academy career at Manchester United.

James Trafford did not begin his academy career at Manchester City.

Both began at Carlisle United.

That observation led me to a simple question:

Who really finds England’s goalkeepers?

Initially, I thought I might be uncovering a story about smaller clubs identifying talent that larger academies had missed.

The more I explored the issue, however, the more I realised the reality was far more interesting.

What emerged was not simply a story about Carlisle United, Manchester United or Manchester City.

It was a story about geography.

It was a story about development.

And perhaps most importantly, it was a story about timing.

Because when I examined England’s recent goalkeepers, one finding kept reappearing.

Many were not recruited into elite academy environments until well after the Foundation Phase.

Looking Back at Two Decades of England Goalkeepers

I reviewed every goalkeeper capped by England’s senior men’s team since 2006.

The cohort includes David James, Paul Robinson, Robert Green, Chris Kirkland, Ben Foster, Joe Hart, Fraser Forster, Scott Carson, Jack Butland, Tom Heaton, Jordan Pickford, Nick Pope, Sam Johnstone, Aaron Ramsdale, Dean Henderson and James Trafford.

At first, the geography stood out.

Of the sixteen goalkeepers capped by England during this period:

• Five were born in the North West (31.3%).
• Three were born in Cumbria alone (18.8%).
• Seven were born in either the North West or North East (43.8%).

Most strikingly, three England goalkeepers emerged from Cumbria despite the county accounting for only a small fraction of England’s population.

Yet birthplace only tells part of the story.

What interested me more were the development journeys.

The Later Recruitment Pattern

Much academy discussion focuses on recruitment at Under-9.

Indeed, significant resources are devoted to identifying players at the earliest possible age.

Yet several England goalkeepers followed a different route.

Goalkeeper	Early Development Environment	Move to Larger Academy / Club	Approximate Age
James Trafford	Carlisle United	Manchester City	12
Dean Henderson	Carlisle United	Manchester United	14
Fraser Forster	Grassroots football	Newcastle United	15
Tom Heaton	Wrexham	Manchester United	16
Paul Robinson	York City	Leeds United	16
Joe Hart	Shrewsbury Town	Manchester City	19

Each pathway is different.

Yet they all raise a similar question.

If these players ultimately became England internationals, why were several of them not recruited into elite academy environments at nine years old?

The answer may tell us something important about goalkeeper development.

The Goalkeeper Problem

Goalkeeper development presents a challenge that differs significantly from most outfield positions.

At Foundation Phase ages, many of the characteristics that ultimately define elite senior goalkeepers are difficult to assess reliably.

Height develops at different rates.

Physical maturity varies significantly.

Confidence, resilience, communication skills and decision-making often emerge much later.

Some young goalkeepers dominate because they are physically ahead of their peers.

Others are overlooked because they are physically behind them.

Unlike outfield players, where technical ability and athleticism can often be identified relatively early, goalkeeper development appears less predictable.

Fraser Forster provides an interesting example.

He did not enter Newcastle United’s academy until around the age of fifteen.

Similarly, Tom Heaton joined Manchester United at sixteen.

Paul Robinson joined Leeds United at sixteen.

Joe Hart joined Manchester City at nineteen.

These are not isolated examples.

Collectively, they suggest that elite goalkeeper potential may continue to emerge well beyond the ages at which many academy recruitment decisions are made.

Two Goalkeepers, Sixteen Decisions

One factor that receives surprisingly little attention is the simple mathematics of academy recruitment.

A typical academy squad at Under-9 may recruit around sixteen players.

Only two of those places are likely to be allocated to goalkeepers.

That creates a unique challenge.

Recruiters are effectively making long-term predictions about what may be the most difficult position in football to predict.

At eight years old they are attempting to assess:

• Future height.
• Physical development.
• Athletic potential.
• Technical capability.
• Confidence.
• Decision-making.
• Psychological resilience.

Unlike outfield positions, there is very little margin for error.

There are only two goalkeeper places available.

A club can afford to make multiple adjustments within an outfield group.

The same flexibility rarely exists with goalkeepers.

This raises an important question.

How confident can we really be in identifying future elite goalkeepers at entry age?

The journeys of Trafford, Henderson, Forster, Heaton, Robinson and Hart suggest that the answer may be less straightforward than many assume.

The Relative Age Question

This becomes even more interesting when viewed through the lens of Relative Age Effect (RAE).

For many years, academy football has recognised the overrepresentation of relatively older players within an age group.

Numerous studies have demonstrated that players born in the months immediately following the annual age-group cut-off date are disproportionately represented within academy systems.

The reasons are well understood.

Older children within an age group often enjoy physical, cognitive and social advantages over their younger peers. Those advantages can influence recruitment decisions, particularly during the Foundation Phase.

However, caution is required when applying those findings to goalkeepers.

Most Relative Age Effect research examines academy populations as a whole.

Those populations are overwhelmingly dominated by outfield players.

Goalkeepers represent only a small proportion of the sample.

In other words, we know a great deal about Relative Age Effect within academy football generally.

We know far less about Relative Age Effect within goalkeeper recruitment specifically.

That distinction matters.

When I reviewed the birth quartiles of England goalkeepers capped since 2006, I found something unexpected.

Using the traditional academy quartiles:

• Q1: September-November
• Q2: December-February
• Q3: March-May
• Q4: June-August

The cohort was distributed as follows:

Quartile	Goalkeepers	Percentage
Q1	3	18.8%
Q2	1	6.3%
Q3	11	68.8%
Q4	1	6.3%

The overwhelming majority of England’s recent goalkeepers were born in the third birth quartile.

That finding does not prove anything in isolation.

The sample size is relatively small and should be treated cautiously.

Importantly, we do not know whether academy goalkeeper recruitment follows a similar pattern or mirrors the broader academy population.

Indeed, one possible explanation is that goalkeeper recruitment follows the same pattern as outfield players during the early stages of the academy pathway, with relatively older players overrepresented at entry age.

However, goalkeeper development may be sufficiently fluid that significant change occurs later through release, retention and recruitment decisions.

If so, the birth quartile profile observed at senior international level may differ significantly from that seen at academy entry.

At present, however, goalkeeper-specific data is limited and the extent to which this occurs remains unclear.

Perhaps the most important conclusion is not what the data tells us, but what it does not.

There remains a significant gap in our understanding of goalkeeper-specific development pathways.

Geography Matters

There is, however, another important factor.

Geography.

The journeys of Henderson and Trafford are often discussed as examples of Carlisle United’s ability to identify talent.

That is undoubtedly true.

However, geography also matters.

Dean Henderson grew up in Whitehaven.

James Trafford was born in Greysouthen, near Cockermouth.

Both are in West Cumbria.

Importantly, West Cumbria sits more than 100 miles from the nearest Category One academies.

Whether the destination is Newcastle, Sunderland, Manchester City or Manchester United, journey times typically exceed two hours.

For young players in the Foundation Phase, those distances matter.

Under the Elite Player Performance Plan (EPPP), recruitment during the Foundation Phase is constrained by geography and travel considerations.

As a result, regional academies become critically important.

For a talented young player growing up in Cumbria, Carlisle United is not simply another academy.

It is often the most appropriate academy.

The same principle applies across other geographically isolated regions of England and Wales.

This is why the Carlisle story is so interesting.

It may not simply be a story about identifying talent overlooked by larger clubs.

It may be a story about ensuring talented players enter and remain within the academy system long enough for their potential to emerge.

Viewed through that lens, Carlisle’s role extends beyond talent identification.

The club acts as a vital bridge between grassroots football and the elite academy system.

Without that bridge, some talented young players may never remain within the pathway long enough to fulfil their potential.

The London Question

One geographical observation stands out.

While the North West accounts for almost a third of England goalkeepers capped since 2006, London accounts for none.

That finding is particularly striking given London’s contribution to England’s outfield player pool during the same period.

Over the past two decades, London has produced a remarkable number of England internationals across outfield positions and remains one of the country’s richest footballing talent pools.

Yet none of England’s goalkeepers capped since 2006 were born there.

The reasons are unclear.

It may simply reflect the relatively small sample size involved.

However, it raises an interesting question.

Why does England’s largest population centre appear to produce so many elite outfield players but so few elite goalkeepers?

At present, there are more questions than answers.

Yet it serves as another reminder that goalkeeper development may follow pathways that differ from those of outfield players.

An Under-Researched Position?

One of the most interesting conclusions from this exercise is not what we know, but what we do not know.

Goalkeepers occupy arguably the most specialised position in football.

They are recruited in very small numbers.

Their development pathways appear less predictable.

Physical maturation may play a different role.

Psychological characteristics may carry greater significance.

Yet much of the existing talent identification and Relative Age Effect research treats goalkeepers as part of a wider player population.

Perhaps they deserve to be studied separately.

There may be a compelling case for the Premier League and EFL to examine goalkeeper recruitment and development independently.

Questions such as:

• What are the birth quartiles of academy goalkeepers?
• At what age are future elite goalkeepers typically identified?
• How often are goalkeepers recruited into elite academies after the Foundation Phase?
• How many England youth international goalkeepers followed non-linear pathways?
• How frequently are academy goalkeepers released and replaced through later recruitment?

remain largely unanswered.

Conclusions

When I started this exercise, I thought I was exploring a question about where England’s goalkeepers come from.

What I discovered was something much broader.

The evidence does not suggest that elite academies are failing to identify talent.

Nor does it suggest that regional academies are outperforming them.

Instead, it suggests that goalkeeper development may be inherently more fluid, less predictable and more dependent upon individual circumstances than many other positions.

Some future England goalkeepers are clearly identified early.

Others appear to emerge later.

Some remain within elite environments throughout their development.

Others progress through regional academies, grassroots football or professional pathways before eventually reaching the highest level.

What unites them is not a common route.

It is the absence of one.

Perhaps that is the most important lesson of all.

Potential can often be identified.

Realising that potential is far more complex.

The challenge for football is not simply identifying talented young players.

It is creating the conditions that allow that talent to flourish.

One practical implication is the importance of monitoring regional academies situated beyond the practical recruitment reach of nearby Category One clubs. If future elite players are more likely to begin their journey in these environments because of geographical constraints, understanding the quality of coaching, development and talent identification within such academies becomes strategically important for the wider game.

At the same time, the journeys of England’s recent goalkeepers suggest that recruitment and re-recruitment remain active well beyond the Foundation Phase.

Understanding how players move through that system — particularly goalkeepers — may be one of the most important unanswered questions in academy football.

And in that respect, regional academies may play a far more important role than they are often given credit for.

Why stewardship, belonging and emotional resonance may be the real measures of success in academy football.

It is a simple phrase, but the more I reflect on it, the more I believe it should sit at the heart of every academy environment.

In a world increasingly focused on recruitment, selection, retention and progression, it is easy to lose sight of a more fundamental question:

What is the purpose of academy football?

For many, the answer appears obvious. To identify talented young players and support their journey towards the professional game.

Talent identification and player development are undoubtedly central to the academy system. Professional clubs have a responsibility to identify, nurture and develop future players.

However, if that becomes the sole measure of success, we risk overlooking the experience of the overwhelming majority of children who pass through our programmes.

The reality is that only a small percentage of players who enter academy football will ultimately secure a professional contract. Many more will leave the system at various stages of their journey. Some will return to grassroots football. Others will pursue opportunities elsewhere. Many will leave the game entirely.

If our definition of success is based solely on professional outcomes, then most players will inevitably fall short of the objective.

I am not sure that is the right way to think about development.

Perhaps a better question is this:

Did we leave them better than we found them?

If a child leaves an academy environment more confident than when they arrived, has that experience been a success?

If they have developed friendships, learned resilience, improved their communication skills and deepened their love of the game, has that experience been a success?

If they leave believing in themselves more than they did when they first walked through the door, has that experience been a success?

I would argue that the answer to all three questions is yes.

The destination of the journey matters.

But so does the quality of the journey itself.

Too often, football can become outcome obsessed. We focus on who signs, who stays and who progresses. Yet many of those outcomes are influenced by factors beyond our control. Physical maturation, family circumstances, injuries, opportunity, timing and simple luck all play a role.

What remains firmly within our control is the environment we create.

Every interaction with a player offers an opportunity to add value.

Every conversation with a parent offers an opportunity to build trust.

Every training session offers an opportunity to develop not only footballers, but young people.

This is where I believe the concepts of belonging and development become inseparable.

Children learn best when they feel safe.

They grow best when they feel valued.

They engage most fully when they feel they belong.

A player who feels accepted within an environment is more likely to take risks, embrace challenges and respond positively to setbacks. In short, belonging is not a soft concept sitting alongside development. It is often the foundation upon which development is built.

But perhaps we should go even further.

Belonging is about feeling accepted.

The most impactful experiences create something deeper.

They create emotional resonance.

Years later, most former players will not remember the details of every training session. They will not remember every scoreline or every fixture.

They will remember how people made them feel.

They will remember the coach who believed in them.

They will remember the conversation that gave them confidence.

They will remember whether they felt valued when things were going well and, perhaps more importantly, when they were not.

Those moments become emotionally resonant because they extend beyond football.

They shape confidence, identity and self-belief.

This philosophy also changes how we think about difficult decisions.

Every academy will have conversations with families about players leaving the programme. Such decisions are an unavoidable part of the talent identification process.

Yet there is a significant difference between a child leaving feeling rejected and a child leaving feeling valued.

The outcome may be identical.

The experience may be entirely different.

A player who leaves understanding how much they have improved, knowing their efforts were appreciated and believing they still have a positive future in the game has been left better than they were found.

The same principle applies to parents.

Parents entrust clubs with something incredibly important: their child.

Whether a player remains within the programme for six months or six years, families should leave feeling respected, informed and supported.

When that happens, clubs do more than develop players. They build advocates, trust and lasting relationships within the wider football community.

Ultimately, I believe the most effective academy environments are not transactional. They are transformational.

A transactional environment asks:

“What can this player do for us?”

A transformational environment asks:

“How can we help this player become the best version of themselves?”

The irony is that transformational environments often produce better footballers as well. Players who feel connected, valued and supported are more likely to learn, persist and thrive.

From Development to Stewardship

Perhaps the concept that best captures this philosophy is stewardship.

Stewardship recognises that, as coaches, scouts and practitioners, we are only custodians of players and families for a relatively short period of their lives. Whether a player spends six months in a pre-academy programme, signs at U9, progresses to scholarship level or eventually leaves the game altogether, our influence is temporary.

Our responsibility, however, is not.

Too often, football becomes focused on destinations. Signing at U9 is celebrated. Retention is monitored. Progression is measured. Professional contracts become the ultimate marker of success.

Yet every stage of the pathway is simply another point on a much longer journey.

A player who signs at U9 still needs confidence.

They still need belonging.

They still need positive relationships.

They still need adults who care about their development as people, not simply their potential as players.

The obligation to leave people better than we found them does not end when a registration form is signed. It should underpin every interaction throughout the academy journey.

Indeed, the philosophy should apply equally whether a player remains for six months or ten years.

The player who signs should be left better.

The player who is released should be left better.

The parent who receives positive news should be left better.

The parent who receives difficult news should be left better.

The coach who works within the programme should be left better.

The environment itself should be left better by the people who pass through it.

Viewed through this lens, academy football becomes about more than identifying talent. It becomes an exercise in positive stewardship.

We may not ultimately determine where every player’s journey ends.

But we can influence how they experience the journey.

And perhaps that is the most important responsibility entrusted to us.

Years from now, very few players will remember every session they attended or every game they played.

What they will remember is how people made them feel.

Whether they felt valued.

Whether they felt they belonged.

Whether somebody believed in them.

Whether the experience helped them become a better footballer, a better teammate and a more confident young person.

That is the true legacy of stewardship.

And if every player and family leaves the environment stronger than when they entered it, then the programme has succeeded regardless of where the football journey ultimately leads.

Because perhaps the most meaningful measure of success in academy football is not where the journey ends.

It is whether we leave people better than we found them.

A study published in 2024 by Thomas P Craig and colleagues examining the physical progression of a professional Scottish soccer academy over a ten-year period caught my attention for reasons beyond the headline findings.

Published in the Open Access Journal of Sports Medicine, The Physical Progress of a Professional Scottish Soccer Academy Over a Ten-Year Period analysed physical testing data collected between 2006 and 2016 across academy age groups from U11 to U17.

The study found that players entering the academy later in the ten-year period were progressively:

• faster over 5m, 10m and 20m,
• more powerful,
• and capable of greater intermittent endurance outputs than comparable age-group players a decade earlier.

The annual improvements themselves were relatively modest numerically:

• approximately 0.0055 seconds per year over 5m,
• 0.008 seconds per year over 10m,
• and 0.011 seconds per year over 20m.

But perhaps that is precisely the point.

Modern elite football increasingly lives in marginal gains, repeated high-intensity actions and fractional advantages often decided over the first few metres.

In many ways, the findings mirror what we have already seen in the senior game.

Over the past two decades, elite football has become increasingly dependent on:

• acceleration,
• repeated sprint ability,
• transitional speed,
• recovery capacity,
• and the ability to execute technical actions under physical stress.

None of that is particularly surprising.

Importantly, however, the data within the study concludes in 2016.

And football has continued to evolve significantly since then.

Over the past decade alone, we have seen:

• increased pressing intensity,
• greater emphasis on transitional speed,
• wider use of GPS and locomotor monitoring,
• more integrated strength and conditioning programmes,
• specialist sprint coaching entering football environments,
• and growing focus on acceleration and deceleration mechanics.

If the academy physical profile was already shifting between 2006 and 2016, it is entirely possible those trends have accelerated even further since.

Which perhaps makes the underlying talent identification question even more relevant today than when the original data was collected.

If football is getting faster and more physically demanding… what exactly should academies be identifying at eight years old for entry into academies at U9?

Because that is where the real tension exists.

At U8 level:

• maturation is wildly uneven,
• physical development is unstable,
• speed is often temporary,
• and dominance can disappear almost overnight.

Yet academy systems increasingly make early decisions within environments that ultimately reward physical outputs.

Importantly, the study itself acknowledged the possibility that academies may consciously or subconsciously recruit towards taller, heavier and physically superior profiles.

That should probably make all of us pause for thought.

Because the modern academy pathway increasingly concentrates:

• coaching,
• contact time,
• sports science,
• strength and conditioning,
• nutrition,
• competition level,
• confidence,
• and belonging

inside the system from very early ages.

Which means the initial recruitment decision becomes disproportionately important.

And this is where I think movement interpretation matters enormously.

At pre-academy ages, I am not convinced we should primarily be asking:

“Who is the quickest?”

Instead, perhaps the better questions are:

• Who moves efficiently?
• Who adapts?
• Who coordinates?
• Who brakes well?
• Who reorganises their body quickly?
• Who solves movement problems?
• Who scans naturally?
• Who stays balanced under pressure?
• Who learns movement solutions rapidly?

But what do those things actually look like at pre-academy ages?

That is where the discussion becomes far more difficult.

Because many of these qualities are subtle.

And many are easily hidden behind early physical dominance.

For example, movement efficiency at eight years old may not look like explosive sprinting at all.

It may simply look like:

• a child rarely falling over,
• a player staying balanced while changing direction,
• smooth adjustments of stride length,
• the ability to decelerate without losing body control,
• or a player who seems to glide through crowded situations rather than crashing into them.

Adaptability may look like:

• changing movement solutions naturally,
• adjusting body shape quickly,
• reacting to awkward bounces,
• or finding new ways around pressure rather than repeating the same action every time.

Coordination may reveal itself in:

• how comfortably players rotate,
• shift weight,
• manipulate the ball while moving,
• or combine upper and lower body actions simultaneously.

Some children can run quickly in straight lines.

Far fewer can stay coordinated while scanning, turning, adjusting and executing football actions simultaneously.

Braking ability is another interesting one.

Some players can stop and reorganise instantly.

Others require several steps to regain balance before accelerating again.

At older ages this becomes associated with elite-level deceleration mechanics.

At younger ages, it may simply appear as:

• balance,
• control,
• body organisation,
• and fluidity.

And then there is scanning and perception.

Some children consistently appear “ahead” of the game despite not looking physically dominant.

Often this is because:

• they scan earlier,
• orient their body shape sooner,
• recognise space quicker,
• and move before others react.

Their efficiency begins cognitively rather than physically.

Which is why some players never appear explosive yet constantly arrive first.

The challenge is that many of these qualities are difficult to measure objectively.

They are often interpreted instinctively by coaches and scouts within extremely short observational windows.

That creates risk.

Because without a deeper understanding of movement, there is a danger that:

• physical dominance,
• early maturation,
• or aesthetic athleticism

becomes mistaken for long-term football potential.

And perhaps that is the biggest challenge facing modern academy recruitment.

The game absolutely requires better athletes than ever before.

But at eight years old, identifying future athletic and football potential is far more complex than simply identifying the child who currently wins the race.

The real challenge may not be identifying the fastest child today.

It may be identifying:

which child possesses the movement adaptability, coordination, efficiency and perceptual qualities that could eventually thrive in the faster game football is becoming.

Why the next competitive advantage in pre-academy football isn’t just environment but how that environment is felt.

Earlier this year, Fred Again. returned to London for a multi-night residency at Alexandra Palace.

On paper, it was a series of large-scale DJ sets.
In reality, it felt like something very different.

Across five-hour performances, with rotating collaborators, minimal production, and a deliberate emphasis on being “in the moment,” the experience became less about performance and more about participation.

Crowds didn’t just watch.
They moved together, sang together, and critically felt part of something collective.

There were no elaborate visuals driving the experience.
No rigid set structure dictating it.

What emerged instead was something more powerful:

A shared emotional space.

That idea of people not simply attending, but belonging offers a useful lens for football, particularly within pre-academy environments.

The Limits of Structure

Elite football academies are, by design, structured systems.

• Programmes are planned
• Pathways are defined
• Experiences are delivered

This structure is essential. It provides clarity, progression, and consistency.

But it also creates a subtle risk.

Belonging can become something that is engineered, rather than something that is experienced.

And the two are not the same.

Because belonging is not ultimately defined by what a club provides.
It is defined by what players and families feel.

Belonging as Experience, Not Provision

One of the defining characteristics of Fred Again’s Alexandra Palace shows was the absence of distance.

Despite the scale, the experience felt intimate.

• The music itself was built from real voices and lived moments
• Collaborators moved fluidly on and off stage
• The crowd became part of the performance

This blurred the traditional boundary between performer and audience.

It replaced:

delivery

with:

shared experience

Football academies, particularly in the pre-academy phase, often operate on the former model.

Sessions are delivered.
Fixtures are scheduled.
Experiences are provided.

The opportunity is to shift towards the latter.

Not simply:

• “What are we offering?”

But:

• “What are players and families experiencing together?”

Identity Is Not Enough

Football has long understood the importance of identity.

Badges, language, pathways, and symbolism all play a vital role in helping young players feel part of a club’s future.

But identity alone does not create attachment.

What distinguishes the strongest forms of belonging whether in music or sport is something deeper:

emotional ownership

At Alexandra Palace, the atmosphere did not feel like a crowd consuming a performance.
It felt like a community participating in something that, in part, belonged to them.

That distinction is critical.

Because in football terms, it moves the relationship from:

“You are part of this club”

to:

“This club is partly yours”

Players who feel that behave differently.
Parents who feel that commit differently.

And retention becomes a by-product, not a target.

From Communication to Presence

Much of football’s progress on belonging has been driven by improved communication.

Clear messaging, structured feedback, and consistent engagement have strengthened trust between clubs and families.

But communication has a ceiling.

What Fred Again. creates is not just communication, it is presence.

Through informal, real-time, and often unpolished interactions, his audience feels continuously connected, not periodically updated.

This distinction matters.

Because belonging is rarely built in formal moments.
It is built in the space between them.

For football, this suggests a shift:

• Less reliance on scheduled communication cycles
• Greater emphasis on continuous, human connection

Not simply:

• “We’ve told you what’s happening”

But:

• “You feel connected to what’s happening”

The Power of the Unscripted

Academy environments prioritise consistency.

And rightly so.

But some of the most powerful moments of belonging are not planned.

They are:

• spontaneous
• unscripted
• emotionally authentic

At Alexandra Palace, the fluidity of the set, guest appearances, genre shifts, unexpected moments created a sense that anything could happen.

That unpredictability generated energy, memory, and connection.

Football rarely leans into this.

Yet players and families rarely remember the perfectly delivered session.

They remember:

• the unexpected moment
• the shared laugh
• the unplanned recognition

Belonging is often built in those moments.

From Retention to Magnetism

In football, belonging is often framed as a retention mechanism.

It reduces dropout.
It strengthens loyalty.
It increases commitment.

All of which are valid.

But they are also reactive.

What the Alexandra Palace example illustrates is something more powerful:

Belonging as magnetism

People didn’t just attend those shows.
They sought them out.
They queued, travelled, and committed to being part of something they valued.

For academies, this reframes the strategic question.

Instead of asking:

“How do we stop players leaving?”

The more powerful question becomes:

“How do we create something players and families don’t want to miss?”

The Next Evolution: Resonance

Football has already begun to take belonging seriously.

Frameworks exist.
Practices are improving.
Culture is being intentionally shaped.

The next step is evolution.

Because belonging, when fully realised, becomes something more:

resonance

Resonance is what happens when:

• environments are not just experienced, but remembered
• relationships are not just functional, but meaningful
• participation is not just attendance, but emotional investment

It is the difference between:

• being part of something
  and
• feeling part of something

Conclusion

The success of pre-academy football ia not be defined solely by:

• who identifies talent first
• who builds the best facilities
• or who delivers the most structured programme

Those are baseline expectations.

The differentiator is much deeper.

The environments that players and families feel most connected to.

Because in a system where commitment is voluntary,
and where families ultimately decide, the most powerful advantage is not operational.

It is emotional.

Players may enter an academy because of opportunity.
They may stay because of development.
But they commit and truly commit when what they experience resonates.

Why parent experience is the missing performance lever in academy football

In academy football, most systems are built around the player.

Identification, selection, coaching, progression all are designed with the child at the centre. And rightly so.

But there is a structural blind spot in this approach.

Because in the pre-academy phase, the player is not the decision-maker.

The parent is.

That distinction matters more than is often acknowledged. Particularly in the period from U6 to U8, where clubs are competing intensely for the same emerging talent without the security of registration, retention is not governed by contracts or formal pathways. It is governed by perception, trust, and experience.

In short, clubs do not lose players first.

They lose parents.

From Stakeholder to System Driver

Most pre-academy environments position parents in one of two ways:

• As stakeholders to manage
• Or as risks to mitigate

Both framings underestimate their influence.

Parents do not sit on the edge of the system. They shape it.

They interpret the quality of coaching.
They frame the emotional experience for the child.
They decide whether the environment feels safe, supportive, and worth continuing.

And ultimately, they make the decision to stay or leave.

This is not a peripheral dynamic. It is central to how pre-academy systems function.

The Reality of Early Retention

A consistent observation across pre-academy environments is that attrition at early ages is rarely driven by technical factors.

Players are not typically leaving because of a lack of ability or opportunity.

They generally leave because of relational breakdown.

A missed conversation.
An unclear message.
An inconsistent experience between sessions.

Small moments, often unintended, accumulate into a broader perception:

“This environment isn’t right for my child.”

At that point, the decision is already made.

Communication as Performance Infrastructure

This is where the discussion shifts from welfare to performance.

Communication in pre-academy environments is often treated as an operational function, necessary, but secondary to coaching and recruitment.

In reality, it is the infrastructure through which culture is experienced.

When communication is clear, consistent, and aligned:

• Parents understand the journey
• Expectations are managed
• Trust is built

When it is inconsistent or reactive:

• Uncertainty increases
• Anxiety grows
• Confidence erodes

The consequences are predictable.

What appears to be a retention issue is often a communication issue.

This is not about volume of communication, but coherence.

Parents do not need more information.
They need clearer, more consistent narratives about what is happening and why.

Trust, Retention and Development Continuity

The relationship between parent experience and performance can be understood through a simple chain:

Trust → Retention → Continuity → Development

Trust keeps families in the system.
Retention provides time.
Continuity enables development to take place.

Break that chain at any point, and the system underperforms.

A talented player who leaves at U7 due to a poor experience is not a scouting failure.

It is a system failure.

And more often than not, that failure sits in the relational and communicative layer of the environment.

Where Clubs Get It Wrong

The challenge is not a lack of intent. Most academies are deeply committed to player welfare and development.

The issue is execution.

Common failure points include:

• Inconsistency of message across coaches, scouts, and coordinators
• Silence between sessions, leaving parents to interpret events themselves
• Overemphasis on internal processes rather than external understanding
• Reactive communication, triggered by problems rather than designed in advance

Individually, these issues appear minor.

Collectively, they shape the parent experience.

And it is that experience that determines whether players remain in the system long enough to develop.

Designing Parent Experience Intentionally

If parent experience is a performance lever, it needs to be designed as such.

That begins with reframing what “good” looks like from a parent perspective.

Not in terms of outcomes, but in terms of experience:

• Clarity — I understand the journey and what is expected
• Consistency — I hear the same message from everyone at the club
• Connection — I know who to speak to and feel comfortable doing so
• Care — my child is recognised as an individual, not just a player
• Continuity — the environment feels stable and coherent over time

These are not soft factors.

They are the conditions that enable trust to form and persist.

And without trust, retention becomes fragile.

A Competitive Advantage Hidden in Plain Sight

Academy football is an increasingly competitive landscape.

Clubs invest heavily in scouting networks, coaching methodologies, and performance analysis to gain marginal advantages.

Yet one of the most significant differentiators remains underdeveloped.

The ability to create a consistent, trusted, and well-communicated parent experience.

Facilities can be replicated.
Coaching frameworks can be copied.

But environments built on trust, clarity, and relational depth are far harder to reproduce.

That is where sustainable advantage lies.

Conclusion

The academy system is not short of knowledge about what talent looks like.

It is less effective at recognising what sustains it.

Talent does not develop in isolation. It develops within environments shaped by people, relationships, and communication.

And in the earliest stages of that journey, the most influential relationship is not between coach and player.

It is between club and parent.

If we want better developmental outcomes, we need to broaden the lens.

Because in pre-academy football, you do not just retain players.

You retain belief.

What started as a series of individual blog posts has evolved into something more deliberate.

A series of blog posts that sits at the intersection of talent identification, development, culture and leadership grounded in football, but increasingly relevant far beyond it.

Across my work , several consistent themes have emerged. Not as isolated ideas, but as connected parts of the same system.

1. Talent Identification: The System Gets the Wrong Signals Early

Much of early talent identification is built around what is easiest to see — not what matters most.

• Movement is often judged aesthetically rather than functionally
• “Game impact” is often a proxy for early physical maturity
• Selection processes can favour those who are ahead now, not those who may be best later

This creates a structural risk:

We say development is non-linear — but build systems that assume it is.

The consequence is predictable:
potential can be filtered out before it has the chance to emerge.

2. The Hidden Biases Shaping Outcomes

Two biases consistently run through academy systems:

• Relative Age Effect (RAE) — older players within an age group dominate early selection
• Perception bias — what “looks right” is over-valued versus what actually impacts the game

These biases are not marginal. They shape entire pathways.

And yet, as players progress, those early advantages often even out reinforcing a key point:

Early selection shapes opportunity, but it does not define outcome.

3. Development Is Not Linear — So Why Are Our Processes?

One of the clearest through-lines across the blog is this:

Player development is iterative, not sequential.

• Players accelerate, plateau and re-emerge
• Progress is uneven and context-dependent
• Selection and re-selection are continuous processes

But most academy systems still behave as if development follows a straight line.

That mismatch creates tension and can result in poor decisions.

4. Belonging as a Performance Strategy (Not a Soft Concept)

A defining shift in the work has been reframing belonging.

Not as a welfare add-on but as a core performance lever.

• Players stay longer in environments where they feel valued
• Families engage more deeply
• Development pathways become more stable

The best academies are not those that identify talent earliest but are those that connect with it most effectively.

This moves retention from an outcome…
to something that can be designed intentionally.

5. Pre-Academy Football: The Real Decision Point

A critical insight underpinning much of the analysis:

The true selection moment isn’t at U9 — it’s even earlier.

By the time players formally enter academies:

• They have already been observed and filtered
• Key decisions have effectively been made

Which reframes the entire system:

Pre-academy environments are not peripheral but are the gateway.

This has major implications for how clubs think about investment, scouting and development strategies.

6. Movement, Decision-Making and Context

One of the more technical threads in the blog challenges a fundamental assumption:

Movement cannot be assessed in isolation.

In reality, it is always shaped by:

• Perception
• Decision-making
• Game context

Players don’t operate in controlled environments but they solve problems in real time.

So the real question becomes:

Are we assessing how players move or how effectively they solve movement problems?

That distinction changes everything.

7. Grassroots Football as System Infrastructure

The work also widens beyond academies to the broader ecosystem:

• Grassroots football is not separate from the elite pathway
• It is the foundation that sustains it
• Participation growth (particularly in the girls’ game) is reshaping the future talent pool

Without a healthy grassroots system, the professional game simply cannot function.

8. A Broader Leadership Lens

Underpinning all of this is a wider leadership shift:

From:

• Control
• Early judgement
• Linear pathways

To:

• Adaptability
• Long-term thinking
• Environment design

It’s a move from identifying talent
to creating the conditions where talent can emerge.

The Thread That Connects It All

Across every topic whether it’s selection bias, movement, belonging or grassroots the same idea keeps surfacing:

The system is not short of knowledge about what talent looks like.
It struggles with how to recognise, interpret and support it over time.

That is where the real competitive advantage lies.

Not in finding better players earlier —
but in building better environments for longer.

Final Thought

If we want better outcomes, we don’t just need better scouts or better data.

We need better systems of thinking.

Because talent isn’t a moment.

It’s a process.

The recent announcement that Adam Gemili is stepping into a speed coaching role within the academy at Chelsea FC should be seen as more than a progressive hire.

But it’s also worth saying this clearly: it isn’t new. It isn’t novel. It’s common sense.

I remember discussing this exact point with my former gaffer some time ago. His response was simple, we used to employ an athletics coach in the Junior Academy for precisely these reasons.

In other words, this is not innovation. It’s a return to something the game has always known but hasn’t consistently applied.

Gemili, of course, arrives with a decorated career at the very highest level of sprinting. An Olympian and one of Britain’s fastest ever athletes, he won European Championship gold as part of the 4x100m relay team and competed consistently on the global stage across Olympic and World Championship cycles. Known for his explosive starts and powerful acceleration phase, his profile is built not just on raw speedbut on a deep, technical understanding of how speed is generated.

That matters.

Because what he brings into the academy environment is not theory. It is applied, elite-level knowledge of acceleration mechanics.

And his central point is both simple and profound:

Young players don’t fully understand how to accelerate—how to put force into the ground to generate speed.

It’s a recognition of something the game has been slow to fully grasp:

Speed is not just a physical attribute. It is a technical skill.

And, crucially, it is a skill that is often misunderstood, misidentified, and under-coached in football development.

The Misconception: “He Can’t Move”

One of the most common phrases heard in talent identification environments is:

“He can’t move.”

But scratch beneath the surface, and what does that actually mean?

More often than not:

• The player is quick over short distances
• They can separate from opponents
• They are effective in duels

Yet they are dismissed because:

• Their running style looks awkward
• It’s not aesthetically “clean”
• It doesn’t resemble textbook sprinting mechanics

This is where the danger lies.

Efficiency vs Aesthetics

There is a critical distinction between:

• How a player looks when they run
• How effectively they move

Some players:

• Generate high force despite unconventional mechanics
• Compensate in ways that still produce acceleration
• Win the actions that matter (first 5–10 yards)

To the untrained eye, that can be misread as a limitation when considering potential.

In reality, it may be:

• A coaching opportunity, not a ceiling
• A technical inefficiency, not a lack of athleticism

Where Gemili’s Role Becomes Significant

This is precisely where Gemili’s intervention is so important.

His focus on:

• Force application into the ground
• Acceleration mechanics over 5–10 yards
• Helping young players understand how speed is generated

This focus directly addresses the gap between perception and performance.

The aim is not to “tidy up” players for aesthetic reasons.

It is to:

• Improve efficiency
• Reduce wasted movement
• Enhance repeatable acceleration under game conditions

In other words:

Turn “effective but inefficient movers” into consistently dominant athletes

Why This Matters in the Modern Game

The modern game is defined by moments, not distances.

• Pressing actions
• Transitional bursts
• 1v1 duels
• Runs in behind

These are decided in:

The first 5–10 yards

Players like Kylian Mbappé or Erling Haaland don’t just have pace they have elite acceleration mechanics.

They win:

• The first step
• The first contact
• The first advantage

And that is often the difference at the highest level.

The Development Window: Why Early Matters

This is where the data becomes particularly compelling.

• ~60% of players who go on to make a Premier League debut enter academies at U9 (signing age)
• ~80% enter during the Foundation Phase (U9–U12)

That tells us something important:

The majority of future professionals are already in the system when movement patterns are being formed.

And here’s the key implication:

• Sprint habits, good or bad, are embedded early
• By the time players reach the Professional Development Phase:
  • Mechanics are ingrained
  • Inefficiencies are harder to correct

The Missed Opportunity in Early Development

Despite this, speed is still often:

• Treated as natural
• Assessed visually rather than technically
• Left to develop organically through games

But if speed is a skill, then:

It shouldn’t it be coached with the same intent as passing, receiving, or decision-making?

Particularly in the Pre-Academy and Foundation Phases.

At U6–U8, we’re not talking about:

• Sprint sessions
• Repeated efforts
• Conditioning blocks

We’re talking about:

Movement education, not performance training

This aligns perfectly with what athletes in sports like athletics are exposed to early—fundamental movement patterns before anything formal.

Why Pre-Academy Is Actually the Ideal Window

From a development perspective:

• Neural plasticity is at its highest
• Movement patterns are not yet ingrained
• Players are naturally exploratory in how they move

This is when you can:

• Introduce basic acceleration shapes
• Develop coordination and rhythm
• Build foundations without resistance or overthinking

By contrast, if you wait until the youth development phase:

• Habits are already formed
• Inefficiencies are harder to change
• Players have already been selected based on flawed interpretations of movement

Reframing Talent Identification

This brings us back to the original point.

When a scout says:

“He can’t move”

We should be asking:

• Can he accelerate effectively over 5–10 yards?
• Does he win actions in game-relevant moments?
• Is the issue output, or just how it looks?

Because if it’s the latter:

We may be rejecting players not because they lack speed but because they lack polish.

And polish can be coached.

The Bigger Shift

Gemili’s appointment is part of a wider evolution.

But perhaps more accurately it should be seen as a reaffirmation of best practice.

• Cross-sport expertise entering football
• Greater focus on movement literacy
• Recognition that physical development is technical development

This is not about turning footballers into sprinters.

It’s about ensuring that:

Every player has the tools to express their speed efficiently, repeatedly, and under pressure

Final Thought

If:

• The majority of elite players are identified and developed before U12
• Speed is decisive in the modern game
• And sprint mechanics are coachable

Then the conclusion is hard to avoid:

Acceleration training isn’t an add-on. It’s a foundational pillar of player development.

And perhaps most importantly:

The next time we hear “he can’t move”, we should pause because we might be looking at a player who can, just not in a way we’ve been taught to recognise.