CASE STUDIES & INTERVIEW ANALYSIS
history of the club and the wider environment. In another quarter – mostly those who have undergone recent significant change generally – there is no such connection. The importance of relations with the local community is considered to be important by most. More than half of academies interviewed have exclusive use of a scouting department and, in some cases, this overlaps with the first team. A minority of clubs have no scouting services. The methodology of scouting is related to geography in fewer than half of academies, while for others it’s more about the process itself. The Talent Identification process is organised through a network in almost all academies with very few exceptions. The main principles of development are related to ages, and in some cases with processes, although it is generally mixed and used in both ways. More than half of academies scout for staff and coaches, as well as players. Playing styles are formally described in most clubs. More than half of clubs interviewed admit to developing their style over time. These periods of change can be spontaneous and are often in reaction to football trends, while for some it’s more systematic and part of regulated academy activities. Some clubs are happy to work in their own bubble and are less inclined to follow trends, but over half the clubs said their playing style is engrained within the club’s values. Half of academy directors in the interview process have complete independence when it comes
to signing youth players, whilst others need to get approval from above (to stick to a planned budget). In one quarter of academies, there is a personnel motivation scheme driven by performance bonuses for selling academy players. Fewer than half of clubs saw coaches move from the academy to the first team. Most such cases tend to be for a shorter period of transition until a more permanent replacement is found. Most academies try to provide excellence in the quality of their coaches and staff, and by educating them in fields not always related to football. Only one club has a formal process, and uses the transition of coaches into the first team as one of their specific goals. In almost half of academies, there are principles of relations with the community, some which are self-driven, others driven by the overarching club philosophy. Only one club doesn’t maintain relationships with its community. Almost all clubs are educating their players about social media. All academy goals are driven in some part by developing players, but some are driven by developing coaches and staff, too. Half of them are driven to develop well-rounded human beings as well as talented footballers. Only a small number of academies are following how they deliver on their goals using KPIs as tool for measurement.
FOUR PILLARS OF TRANSITION
When it comes to a successful transition to the first team, the four most important pillars are: › S upport from above (board and first team coach) ( 6 ) › S upport and communication with player during transition ( 4 ) › M omentum of player promotion ( 4 ) › P layer qualities ( 4 ) In addition, several academy directors state that it is important to keep the same playing style ( 3 ), give players a proper chance, not to ‘burn’ them out in a short period of time ( 3 ), persistence of player ( 3 ), general environment for development ( 3 ), stable philosophy and strategy ( 2 ), talent ( 2 ) and individual approach ( 1 ), separate locker room during transition ( 1 ), ambition of player ( 1 ).
72
73
YOUTH FOOTBALL 2021-23
YOUTH FOOTBALL 2021-23
Made with FlippingBook flipbook maker