Coaching Journal 2026

F The Footballers' School · piloted at Regent's Park FC Journal 1 · Season 2026/27
Footballers'
The Coach Better + Live Smarter Issue
Method after Laureano Ruiz · Kwesi Casey-Hayford · Horst Wein (with a nod to Marcelo Bielsa)
Coach education Colin Reid · Jim Fleeting · Horst Wein
The 2026/27 game plan
Teach one football — from six to eighteen
Run a lesson, not a session
Open every lesson with a story
Read the game before you kick it
Protect the brave mistake
Build a footballer, not a result
The book on my desk + One football, every age + Portraits: Ruiz, Kwesi Casey-Hayford & Horst Wein + The ideas we train with + Calm minds, better decisions
Letter

Why we're following a man called Ruiz

Where we're going this season — and the one idea underneath all of it.

By John · Regent's Park FC · 4 min read

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

Inside…

Journal 1

1
Now
One football, taught from five to eighteen — and where the idea comes from.
One football
5–18

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.

The Spanish idea

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.

Terminology

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.

Innovation

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

6phases, Foundation to Excellence, ages 5–18 — the same football at every one.

The coach

1language, one model. Whichever coach a child gets, the words, the shape and the standards are identical.
2
Briefings
The Regent's Park Method — the football we teach, and a page for every age group.
Briefings · The Method

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.

What we believe
01

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.

02

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.

03

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.

04

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.

05

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.
How we behave · on every pitch
High

Heads up. Scan before you receive. Play forward, and press to win it back.

Close

Support in numbers. Triangles and diamonds. Always an angle for the ball.

Brave

Turn, dribble, play out. We never punish an honest mistake made the right way.

The age groups · one game, six views

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.

FoundationAges 5–7

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.

From the ParkNia had two hundred touches before the sun was properly up, and laughed at every single one. "The ball," said Old Grey from his lamppost, "is not something to kick away. It's a friend you keep close."
First TouchAge 8

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.

From the Park"You meet the ball like an enemy," Old Grey told Nia. "Welcome it." She let her foot go soft — a soft hello — and the ball settled beside her, calm, pointing at the sunshine on the far grass. "Now," said the heron, "you have time."
CombinationAge 9

Play together. Triangles, the third-man run, the give and go, switching play. The player learns that two beat one, and three beat two.

From the ParkNia passed to Sam and ran, and the ball came straight back around the old oak before the defender had turned. "That," said Old Grey, "is a give and go. You were never alone. You just had to move."
Position & OverloadAge 10

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).

From the Park"There is always a spare friend," said Old Grey, "if you know where to look." Nia stopped chasing and started counting: two of us here, one of them. She found the free player, and the pitch opened like a door.
The Full PitchAges 11–14

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.

From the ParkThe pitch was suddenly enormous, and Nia felt small on it — until she saw the shape. The same diamond she'd learned at eight, only wider; the same triangles, only longer. "A bigger room," said Old Grey, "in the same house."
ExcellenceAges 15–18

Master the model. The whole game, at speed, against good opponents. Game management, leadership, and playing the Regent's way under real pressure.

From the ParkThe other team were bigger and faster, and for ten minutes it hurt. Then Nia's team simply kept the ball — soft hellos, give-and-goes, into the light — until the bigger team grew tired of chasing. "Now," said Old Grey, "you are playing."
The playing model · how every team plays

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.

The formation ladder
5v5

2-1-1 · the introduction to shape

A diamond built into the team. Players learn support underneath the ball and the first triangles.

7v7

1-2-3-1 · a midfield and width

The diamond grows; width and depth appear as real ideas.

9v9

the bridge format

The full back line and a bigger pitch, keeping the same principles of building out through the thirds.

11v11

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.

The shared language

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.
How we measure success

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.
3
Comment
The people behind the method — and a passage from the book that started it.
Portrait

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.
Contributors · in John's words

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.

Column

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."

4
Workshop
The clubs, coaches and ideas we train with — where the method comes from, in practice.
The ideas we train with

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.

5
Life
Calm minds, better decisions — helping footballers think clearly, on the pitch and off it.
Wellbeing

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.

Breathe

Before kick-off: in for four, out for six, a few times. A slower breath tells a racing mind there's time to think.

Ground

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.

Reset

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.

Home · The Regent's 10

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.