Inside the FIGC's Evolution Programme: The 10 guiding principles

The previous article in this series explained the overall philosophy behind the Evolution Programme, how it developed, and what it is looking to achieve. This follow-up shifts the focus towards practical implementation, with Stefano Florit, Head of Methodology (Youth Football & Education Department), outlining the ten guiding principles behind the initiative in detail, and suggesting how they can be used to develop both accomplished footballers and well-rounded human beings.

Part 1: A positive, player-centric environment
One way of accelerating players’ development is to create a player-centric environment that prioritises and adapts to their needs. Coaches can establish this approach through their behaviour on the training ground. To underline the role coaches can play, Florit illustrates four different ways they might look to correct a poor decision by a player in training, and discusses how they can teach their squads to recognise – and recover from – their mistakes. He also explains options for structuring a training session in ways that prepare players for the unexpected.

Part 2: Developing a passion for the game
The next four principles are all geared towards developing a passion for the game by getting players playing as much as possible. Again, this section provides real-life, practical examples of how coaches can achieve that aim, from making exercises more like games to encouraging young players to correct their team-mates and arrange their own matches away from the club. The more they play, the more they learn, and the more likely they are to develop a life-long love of sport.

Part 3: Giving every player a chance – and a challenge
The last three pillars of the philosophy are all about making sure that everyone who wants to play gets the opportunity to do so, regardless of their ability or circumstances.  This section shows how coaches can change rules and impose handicaps to make sessions accessible to all, but challenging for even the very best young prospects. It also demonstrates three ways to shift players’ focus from results to development, thus encouraging them to take more responsibility for improving their performance.

Note: Although the ten principles were developed primarily for grassroots football, which in Italy covers players aged 5-13, they apply across both community and professional academy environments. Many of the concepts and practical solutions can also be adapted for older age groups.

The tangram analogy used in the presentation captures one of the central messages of the Evolution Programme: the same set of principles can take different forms depending on the environment in which they are applied. Together, they offer a flexible framework rather than a prescriptive methodology, helping coaches and clubs adapt their approach to their own environment.

Whether in a professional academy, grassroots club or community programme, the objective remains the same:

• put players at the centre of the development process;
• create positive, inclusive and engaging learning environments;
• prioritise long-term development over short-term results; and
• use football as a tool for learning, growth and enjoyment.

In Part 3 of this series, we take a closer look at the fourth guiding principle, high motor engagement time, and explore why keeping players active and engaged can enhance player learning, development and enjoyment.