Coaching Journal 2026
Why we're following a man called Ruiz
Where we're going this season — and the one idea underneath all of it.
There's a book that's been on my desk this summer. It isn't new, and it isn't famous. The cover is a little worn. It was written by a Spanish coach called Laureano Ruiz — the man who quietly built the youth academy that would one day become Barcelona's La Masia.
I keep coming back to it. Not really for the drills, though the drills are good. I come back for one idea that I think can change how we coach at our Footballers School.
Ruiz didn't become influential because he ran better sessions than everyone else. He became influential because he built a system — a whole football education. And he believed something simple and, when you sit with it, a little radical: a young player should belong to the club's philosophy, not to whichever coach they happen to get that year.
Think about what usually happens in grassroots football. A child has a new coach every season. New words. New ideas. New priorities. Their development ends up depending on luck — on who was free to run the team that year. Ruiz thought that was wrong. So do I.
A player should belong to the club's philosophy — not to whichever coach they happen to get.
So this season, we do it his way
The club becomes the teacher. We — the coaches — deliver the curriculum. One football, taught the same way, from our six-year-olds all the way to our eighteens. The only thing that changes as they grow is how much of it they can hold.
We've written it down. It's called The Footballer's Way, and from the first session you'll feel the difference. Every child, in every team, will hear the same language: the words we've chosen — One Percent Better, the Zero Point, the Magic Diamond, the Three P's — and Ruiz's own words, kept exactly as he taught them: the light, give and go, shield the ball.
Every week keeps the same shape, too. Six parts, start to finish, so a parent watching from the touchline could follow the lesson as easily as the players living it. And that's the word that matters now — lesson. Not a random drill. You will never again stand in the car park wondering, "what shall I run tonight?" You'll know what this week's lesson is.
And something new
Every lesson will open with a story. Children remember a story far longer than they remember an instruction — so we're hiding the football inside one. You'll meet the Park, and a young player called Nia, and a wise old heron named Old Grey who has watched football here longer than anyone can remember. When Nia learns her first touch, so do your players.
What I'm asking of you
Here's the honest part. This only works if we all teach the same football. That's the whole point of it. Your creativity this season isn't in inventing new drills — it's in how well you bring the lesson to life for the children in front of you. That's the hard, brilliant craft, and it's the one that actually matters.
You aren't just running teams this year. You are the first teachers of something we want to outlast all of us.
Ruiz's players didn't all go on to become stars. But they all became better footballers than they otherwise would have — and they all learned the same beautiful game. That is the measure I care about. Not whether the Under-10s won on Saturday, but whether they'll be better players at eighteen than they are right now.
This is the pilot. We are the first ones to try it. Let's build something that, in twenty years, people talk about the way they still talk about Ruiz.
See you on the grass. — John
Journal 1
Same game, every age
Six phases, from a five-year-old's first touch to an eighteen-year-old's last youth season. The identity never changes — only how much of it a player can hold.
Technique first
From Ruiz to Barcelona to Bilbao: choose and teach players for intelligence and technique, not size and speed. Strength arrives later. The footballer comes first.
The Light
Ruiz's word, kept exactly: the space a teammate can receive in. We don't pass into feet under pressure. We pass into the light.
The Storybook
Where we go one step beyond Ruiz. Every lesson opens with a story — meet Old Grey the heron and a young player called Nia in Life.
The player
The coach
The club is the teacher
The biggest reason young players fail to develop is not a lack of talent, effort, or facilities. It is inconsistency. A player has one coach at seven, another at eight, a third at nine — and each teaches different principles, different words, a different idea of what good football looks like. The player's development becomes an accident of whoever happens to be standing on the touchline that season.
We reject this completely. At Regent's Park FC the player does not belong to a coach. The player belongs to the club's football education. If a coach leaves, nothing changes. The language stays the same. The playing model stays the same. The standards stay the same. The club is the teacher; the coach delivers the lesson.
It is why a coach at Regent's never asks "what session shall I run tonight?" Instead they ask "what lesson are my players learning this week?" Sessions become lessons. Games become teaching tools. The coach becomes a teacher.
Technique before power.
Develop the skill first. Strength and size are added later, when the body is ready — but a player who never learned to control, pass and beat an opponent cannot get that time back.
Intelligence over strength.
We'd rather have a player who reads the game than one who simply wins the physical battle. Great players are made through thinking, not size.
Decisions before systems.
A young player must first learn to play — to receive, to look up, to choose. Formations serve the player; they never replace their judgement.
Courage with the ball.
We praise the brave player who tries, even when it goes wrong, over the "safe" player who hides. Bravery on the ball is the habit we protect above all.
Love of learning, one percent better.
We're not chasing Saturday's result. We're building a footballer who is better at eighteen than they were at ten — a fraction better every session.
A player belongs to the club's philosophy — not to whichever coach they happen to get.
Heads up. Scan before you receive. Play forward, and press to win it back.
Support in numbers. Triangles and diamonds. Always an angle for the ball.
Turn, dribble, play out. We never punish an honest mistake made the right way.
Below, the ladder in full: what each age masters, and a little story from the Park to carry it home. Same football at every rung — only the room gets bigger.
Love the ball. Ball mastery, dribbling, turning, the courage of the 1v1. The player and the ball become friends. First words: Zero Point, shield the ball.
Receive and pass. A first touch that opens the pitch, angles of support, and the 2v1. The Magic Diamond appears — small. We begin to pass into the light.
Play together. Triangles, the third-man run, the give and go, switching play. The player learns that two beat one, and three beat two.
Read the space. Positional understanding, creating overloads (play by numbers), and the first real work on transition, both ways — winning it and losing it (TAGS).
Play as a team. Units, spacing and the bigger pitch, across the 5 7 9- and 11-a-side game. Building from the goalkeeper through the thirds becomes the everyday habit.
Master the model. The whole game, at speed, against good opponents. Game management, leadership, and playing the Regent's way under real pressure.
In possession we build with courage from the goalkeeper, support underneath the ball, and form the Magic Diamond — the shape of four that always offers an angle left, right and beyond. We keep the Three P's, in order: Possession, Patience, Penetration. We pass into the light, we give and go, we play by numbers to hunt the overload, and our first thought on receiving is always: can I play forward?
Out of possession we react the instant we lose it — the whole team running the same checklist, TAGS — we close down space to create space, and we defend as connected units, never as individuals. Transition — the seconds after winning or losing the ball — is coached from the youngest ages, in every small-sided game.
2-1-1 · the introduction to shape
A diamond built into the team. Players learn support underneath the ball and the first triangles.
1-2-3-1 · a midfield and width
The diamond grows; width and depth appear as real ideas.
the bridge format
The full back line and a bigger pitch, keeping the same principles of building out through the thirds.
4-3-3 · the complete picture
Everything trusted since 5-a-side, now inside the full game. Never a new game — a bigger room in the same house.
Used identically at every age, by every coach — the club's own words, and the terms we keep from Ruiz.
- One Percent Better
- Leave every session a fraction better than you arrived.
- Zero Point
- The calm, unopposed technical start every lesson builds from.
- The Magic Diamond
- The shape that always offers an angle left, right and beyond.
- The Three P's
- Possession, then Patience, then Penetration — in that order.
- Play by Numbers
- Hunt the overload; when outnumbered, keep, shield or switch.
- TAGS
- The shared checklist we run the instant we lose the ball.
- The Light Ruiz
- The space a teammate can receive in. Pass into it.
- Give & Go Ruiz
- Pass, then move to offer a new angle. The one-two.
- Shield the Ball Ruiz
- Protect possession with your body between opponent and ball.
We do not judge our work by whether the Under-10s won on Saturday. Winning matters, and we compete hard — but it is not our measure. Did the players improve? Are they technically better than a year ago? Do they understand the game more deeply? Can they solve problems under pressure? Are they braver on the ball? Will they be better footballers at eighteen than they were at ten? If the answers are yes, we are succeeding — regardless of the league table.
Development is the result. The scoreline is only ever information.
The quiet architect
Laureano Ruiz never became a household name. He did something rarer: he built a system that outlived him — and it is the reason this journal exists.
Ask most people to name the mind behind Barcelona's famous youth football and you'll hear about the players it produced, not the man who set the direction. Ruiz belongs to that earlier, quieter chapter — the coach who argued, when it was unfashionable, that a young player should be chosen and taught for intelligence and technique, not size and speed.
His conviction was simple and, at the time, close to heretical: develop the footballer first, and let strength arrive later. Teach children to receive, to look up, to shield the ball and pass into the light — and do it through the game itself, in small numbers, until it becomes who they are.
What makes Ruiz our architect rather than merely our inspiration is that he thought like an educator, not a session-planner. He understood that the club, not the coach, had to be the teacher — because coaches come and go, and a child's development cannot be left to chance.
He thought like an educator, not a session-planner.
Kwesi Casey-Hayford
Jusball High Performance
I met Kwesi while I was doing my Youth A Licence and spent a year shadowing at QPR. He was working with the U14s, and he was special straight away — everything he did on the pitch had a direct correlation with playing the actual game. Along the way he was learning a different method from a Belgian master coach: a way of working with the brain in the session, and again linking it straight back to the game.
He has since grown his coaching into an incredible company — a true training school for footballers, and a business developing some of the best players in the Premier League. Ebere Eze is one who stood out — the work Kwesi did with him in his Crystal Palace and now Arsenal and England moments. He's shown another way to become a full-time coach, and my honest view is that he'll be recognised, in time, as an outstanding teacher and a genuine football entrepreneur.
Horst Wein
Game intelligence · youth to senior
Horst met me in London, and became another of my heroes. He had built a coaching programme first for hockey — an invasion game — and it took to football almost effortlessly. Barcelona employed him too, because his drills were so close to the real game: they let players experience the true challenges and use their brains to find the answers themselves. Like Ruiz, his sessions could run all the way from the youngest players through to the senior group. Same football, growing up.
A nod to Marcelo Bielsa
Athletic Bilbao · what we saw
When my team was in Bilbao working with the Academy coaches, I watched Bielsa prepare his first team for a game against Real Madrid. The players did drills — but they also watched clips on laptops, right there, making the direct connection between the practice and the match. We were taught the "Bilbao square," and saw rondo-esque games throughout. What was clear was how much confidence the training gave the players, both in and out of possession.
The argument
Barcelona, Real Madrid and Athletic Bilbao have never been relegated from Spain's top division — and Bilbao does it fielding only Basque players. Develop your own, the right way, and you build something that lasts.
In praise of the brave mistake
There is a player every coach knows. She takes the ball in a tight corner, tries to turn out of trouble, and loses it. The touchline groans. Somewhere, a voice shouts "just clear it!"
We would rather she tried and lost it a hundred times than cleared it safely once. The player who hooks the ball away has solved nothing and learned nothing; the player who tries to play has taken a risk in the service of becoming good. Punish the first and you breed fear. Protect the second and you breed footballers. So at Regent's the brave mistake is the one thing we never correct.
Book extract · Chapter One
"A seven-year-old learns to shield the ball and pass into the light in a 1v1 or a tiny 2v1. A seventeen-year-old does the same things inside an eleven-a-side game against a good opponent, at speed, under real pressure. A player who moves up an age group should feel they are learning the next verse of a song they already know — never a completely new one."
How we built our football
Every idea we use passes one test: does it look like the game? These are the practices — and the people — behind the Regent's Way.
Game-like practices (after Ruiz & Wein)
If a drill doesn't resemble the game, we don't run it. Small numbers, real decisions, a goal to attack and one to defend — so the challenge on the training pitch is the challenge on Saturday.
Let the players find the answer
Horst Wein's principle: set a problem inside a game and let the players' brains solve it, rather than feeding them the solution. Understanding that a player discovers, they keep.
Train the brain (via Kwesi & the Belgian method)
Work with the mind in the session — scanning, decisions, recognising pictures — always tied straight back to the real game. Confidence follows understanding.
Connect the drill to the match (after Bielsa)
Show the players the clip. Make the link between what they just practised and what happens in a game explicit — on a laptop at the side of the pitch if that's what it takes.
The Bilbao square & rondos
Possession games that build confidence in and out of the ball — keeping it, shielding it, winning it back — the everyday habits of a team that trusts itself.
One method, youth to senior
Like Ruiz and Wein, our practices scale. A five-year-old and a first-teamer are doing recognisably the same football — only the size and speed change.
The common thread
Ruiz, Wein, Bielsa, Kwesi — different people, one idea: training that mirrors the game builds football intelligence and confidence, and it works all the way up.
The quiet before the touch
Great decisions come from a calm head. A player who is rushed, anxious or overloaded sees fewer options — so part of teaching football is teaching how to settle.
We talk a lot about scanning and reading the game. But a player can only read what a calm mind lets them see. Nerves narrow the picture; calm widens it. So alongside the football, we help our players build simple habits that steady the mind — the same skill that helps before a maths test, a difficult conversation, or a penalty.
Before kick-off: in for four, out for six, a few times. A slower breath tells a racing mind there's time to think.
Feel your feet on the grass. Notice three things you can see, two you can hear. It brings you into the now — where the game is.
After a mistake: one breath, "next action." We don't carry the last touch into the next one. One percent better, right now.
For parents
The car home matters. Ask "did you enjoy it?" and "what did you learn?" before "did you win?" A child who feels safe to try is a child who keeps trying — and trying is where footballers are made.
Ten minutes that travel home
A lesson doesn't end at the whistle. It goes home as the Regent's 10 — ten focused minutes tied to this week's idea. Because a parent can name what their child learned, they can reinforce it in the garden without being a coach. The player records it in their journal, and the improvement compounds, one percent at a time.
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