If your child plays in our minis programme (U4–U7), you may have noticed that the coach does not assign positions. Your child does not have a role as defender or striker. They play everywhere.

This is intentional, and the research behind it is strong.

Brain Development and Exploration

Children between 4 and 7 are in a critical phase of brain development characterised by exploration and pattern recognition. They learn what the game is by playing all of it — not by practising one specialised part of it.

A child who only plays as a defender at U5 learns defending. A child who plays everywhere at U5 learns football: the relationship between space and pressure, the feeling of having the ball and wanting to score, the instinct to hunt the ball when it is lost.

The first child will need to unlearn and relearn when positions become meaningful at U9. The second child already has a rich understanding of the game that positional concepts can build on.

The Two-State Model

At U5 and U6–7, we introduce one idea: OUR BALL, we all attack together. THEIR BALL, we all defend together. No positions. No "stay back." No "you are a defender."

This sounds simple. It is actually a profound tactical concept: collective obligation shifts with possession. A team where every player understands both states is a team that can adapt. A team where positions define obligation is a team that is confused whenever the game does not follow the pattern they were assigned.

What to Say on the Touchline

You do not need to understand the tactical framework to support it. The simplest touchline support: "Enjoy it!" "Good try!" "Keep going!" — positive, effort-focused, outcome-neutral encouragement.

If your child scores, celebrate. If they miss, celebrate the attempt. The game teaches the lesson. Your job is to make sure they want to come back next week.