The document outlines the philosophy and structure of the Manchester United Academy, emphasizing the importance of player development over winning in youth football. It describes the implementation of a 4 v 4 games program to enhance learning and skill acquisition among young players, offering a stress-free environment. Five years later, the Academy found success in this approach, leading to improved player performance, decision-making, and enjoyment in the game.

1. WHAT IS A PREMIER
LEAGUE ACADEMY?
What is a Premier
League Academy?

2. ‘The country’s highest ranking youth
development system scheme
for aspiring male footballers’
Source : www.premierleague.com

3. ‘Schemes are designed to
develop the best available
talented youngsters to
enable them to reach their
full potential’
Source www.premierleague.com

4. The Premier League’s ideal
was to provide a stress free
environment in which the young
players could learn.

5. Unfortunately it soon
became apparent that this
ideal was forgotten whenever
Manchester United played other
academies.

6. Winning became the main priority for all
our opponents.
Our young players were exposed to this
environment every week.

7. Our young players were experiencing the
same style of matches every week.
These matches did not allow them to
develop and practice new things.

8. ‘ It’s not about winning matches,
it’s about how we win the matches, that is
what is important’
Source: Jim Ryan
Director of Football
Manchester United F.C

9. We as an academy took the decision that
whilst the players needed to understand
the need to win matches, the results
would become secondary to
performances.

10. How where we to implement this new
philosophy ?
Our young teams had to play
‘The Manchester United way’
Source: Sir Alex Ferguson
Manager Manchester United F.C.

11. COACHING
STRUCTUREAn Overview

12. QUESTION?
Do you base your coaching on a
syllabus ?
OR
Do you react to the performance
Of your team?

13. The culture in youth football is to react to
situations and move on to the next.
Academy youth football is about
development; not results.
Reacting to performances should be left
until results are important i.e.
professional teams.

14. These thoughts were collated
during a series of meetings with
one specific aim.
This aim was to create a syllabus
for the whole academy.

15. It was decided to break the academy
players down into specific
age bands.
Under 8 – Under 11
Under 12 – Under 14
Under 15 – Under 16

16. The coaches at these specific
age groups created that
part of the syllabus
using their expertise
at that age group.

17. The coaches at each age group
developed a syllabus to include the
following contents:
Technical
Tactical
Physical
Social

18. HOW WERE WE TO
IMPLEMENT
THE SYLLABUS?
The consensus of opinion was that the
academy should become a
Place of learning.

19. Therefore the academy should be based
on the education system used
Successfully
In England for numerous years.

20. We decided that in order to
create the best learning environment that
blocks of work would be introduced

21. THE RATIONALE
A math tutor for example, would not have
the class learning algebra one lesson,
percentages the next lesson and
fractions the next.
He would work to a block of work.

22. It was decided that the syllabus for the
younger players would be based solely
upon small sided games.
As such the club developed a pilot
4 v 4 programme.

23. RATIONALE
Games programme is adaptable and can
cater for up to 68 players plus
goalkeepers if available.
Players divided into teams of 4 and play
on a rotational basis in 4 different
games.

24. RATIONALE
If a team has more than 4 players the
subs will come on during the game on a
rotational basis.
Each game will last for 8 minutes.
No scores.
No referees required.

25. RATIONALE
Each boy will play a minimum of 6 games to
optimise playing time.
2 minute break between games.
Coaches there to monitor and supervise.
Minimum coaching / Gentle encouragement

26. This pilot programme was presented to
the F.A. Premier League on April 9th
2002 and was duly sanctioned but only
if agreed to by other clubs.

27. Unfortunately other clubs were not keen
on the idea and initially we were limited
to the number of games we could play.
First game versus Blackpool F.C.
July 17th
, 2002

28. Each age group at the academy could
contain up to 20 players.
This would result in 11 players playing in
the game and up to 9 players not
playing or having limited playing time.

29. Given that the best way to learn
Is to be involved and playing the game,
players were missing valuable learning
time every week.
Time that they could not afford to miss!

30. AIMS OF THE 4 V 4
SCHEME.
‘Games based on 4 v 4 whilst using
various simple conditions to create
optimal learning and playing
environment where players have
maximum ball content’
SOURCE : MANCHESTER UNITED 4 V 4 BOOKLET

31. GOALKEEPERS
GAME
Area 35m x 25m
Junior goals 2m x 6m
4 v 4 with 2 goalkeepers
Normal throw ins and corner kicks
If no goalkeepers available players will
alternately be the goalkeeper

32. TWO GOAL GAME
Area 30 m x 25m
4 v 4 with poles as goals
Corners taken
No goalkeepers
Ball dribbled back into play

33. FOUR GOAL GAME
Area 25m x 25m
4 v 4 game with 8 markers as four small
goals
No goalkeepers
Ball dribbles back into play

34. LINE BALL
Area 25m x 20m
4 v 4 using end line as goals
No goalkeepers
Ball dribbled back into play

35. 4v4 Line Game
25x20 5v5 GK Game
35x25
4v4 Two Goal
Game
30x25
4v4 Four Goal
Game
25x25
4v4 Line Game
25x20
5v5 GK Game
35x25
4v4 Two Goal
Game
30x25
4v4 Four Goal
Game
25x25
All Eight Games Can Fit Onto
One Full Size Field

36. Obviously the impact of this programme
Could not be gauged immediately.
We would have to be patient and wait to
see if we had made the correct
decision.

37. 5 YEARS LATER.
The young players that first experienced
the 4 v 4 scheme are now playing for
the clubs under 13 academy team.
Was the scheme a success?

38. The club is extremely pleased with
the development of these players
and the impact that the 4 v 4 scheme
has had upon their development.

39. We found that initially the pressure of
playing academy football was removed
almost instantly.
The players played with a new found
freedom and enjoyment.
Players had far more possession of the
football and so had more chances to
develop their techniques.

40. Players were encouraged to express
themselves far more, without the fear of
making mistakes.
Fitness levels of players improved.
Decision making of the players improved.

41. This format was introduced to the training
sessions as well as the games
programme.
As the season progressed more and
more teams bought into the idea and so
games became more frequent.

42. A similar programme has now been
introduced by the football association
And the format is now used in the football
association coach education
programme.

43. The following thoughts were developed by
the coaches responsible for the
under 15 – under 16 age groups.

44. We decided that our blocks of work would
be in the following order.
Defending
Counter attacking
Possession
Finishing

45. You might debate that defending before
possession is in the wrong order but
that is for you as coaches to decide.

46. We decided that in order to play football
effectively you needed to be in
possession of the ball.
Sounds simple.

47. How Did We Win The
Ball Back?
Both as a team and also as individuals?
Did the players know?
More importantly did they understand?

48. How Did We Use the Ball
When We Regained
Possession?
Did we see the chance to break?
Did we dominate the 2 v 1 situation?
Did we sometimes leave ourselves
vulnerable through poor decision
making?

49. If we did not break…
Were we comfortable in possession?
Could we keep the ball for a purpose?
Were we patient?

50. When we did break…
Did we maximise our opportunities?
If not why not?

51. We now had to use existing or develop
new coaching sessions that enabled the
players to develop their skills and
understanding in these situations.

52. Field Session
Demonstration of session used in the
Manchester United Academy.
Transition when regaining possession.