In this edition of Jobs4Football Meets, we sit down with Kane Forster, a coach whose career has been defined by adaptability, innovation, and a deep commitment to youth development. With experience spanning grassroots football in Spain to leading academy restructuring in Gibraltar, Kane offers a unique perspective on implementing the FA’s Elite Player Performance Plan (EPPP) in challenging environments. His journey is marked by a focus on individual player growth, the adoption of game-based methodologies, and a philosophy that places the right player in the right place.

Kane’s insights into balancing short-term goals with long-term development, adapting coaching styles across age groups, and fostering both player and coach progression make for a compelling conversation about the realities and rewards of modern football coaching.

 

Q: Can you elaborate on your experience restructuring youth systems based on the FA’s Elite Player Performance Plan (EPPP) guidelines? What challenges did you face, and how did you overcome them?

Having started my coaching career in Spain, I came over to the EPPP model relatively late. I felt that the guidelines set out by the EPPP helped to set targets, measure performance and progress, and develop a structure within the academy that all coaches could work to. At the time, coach education in Gibraltar was offered by the FAW, so the environment that coaches were used to matched more similarly with the English FA than the Spanish system, making the EPPP model more attractive. I also had contacts I could rely on for help and information, so there was plenty of crossover there that I could lean on and plenty of support with regards to the EPPP.

Obviously, the football landscape in Gibraltar is quite different to the UK, and many other countries. I set out to determine which areas of the EPPP would potentially be most effective, which could be implemented, and which would offer the greatest impact within the academy with the least investment. The biggest challenge was breaking down the EPPP into sections and then adapting it for implementation in a very different environment. Certain requirements, such as educational support for players, psychologists, and minimum facility requirements were
out of the question due to the nature of the resources and staff available, so at first I needed to do a lot of digging into exactly what each section entailed and whether
implementation could be a possibility.

After that, it was a case of evaluating to what extent we could implement the requirements that could be met. For example, we managed to arrange for our Year 12 and 13 students to train in certain designated slots during the day, as they often had free periods at school. Things like getting minimum numbers of contact hours and having access to the right resources, facilities, even pitches at times were also tricky issues. It’s a strange situation in Gibraltar – we’re working with teams that qualify for UEFA competitions and international players, but there’s still limited funding, resources, and even pitch time available, and that can create plenty of issues when it comes to implementing a vision. Ultimately, I focused on restructuring to mirror the 3 main phases of the EPPP, instating lead coaches and liaising with them to ensure that our targeted minimums were met. We’d focus on things like contact hours, individual development, effective measurement and tracking of progress. With this ability to work with the aspects we could control but also committing ourselves to meeting the minimums mentioned and more, we were able to make really great progress and offer a competitive youth football product, which was reflected in a 100% increase in participation.

Q: How do you balance short-term performance goals with long-term player development, particularly when working with youth players aspiring to professional levels?

It’s important for players to understand the process of development, and the consistent small steps we need to take to reach goals, so the more they can be involved in their own development and take ownership of it, the better understanding they’ll have. These days especially, with society delivering everything on demand, I find that young players are purely focused on progression and getting to the professional level. That can be a great attitude to have, players are focused, hard-working, eager to please, but it also comes with downsides when there are inevitable plateaus in progress, loss of form, or injury.

Players owning and understanding their development process helps a lot, not least because it gives them a bit of control and steps to work towards to as they aim for their
long-term goal. Regular, achievable targets, (an easy example being “score at least X goals after Y games”) help players to focus on the here and now and not get too distracted by the long-term aims. Once you’ve completed those short-term goals it’s then much easier to sit down with the player, show them the data, and fully visualise their progress. This then leads to increased trust from players once they understand the method and how it’s going to get them to the highest level possible.

My philosophy when it comes to all players is “the right player in the right place”. I learnt it from a great friend and fantastic coach, and I truly believe that all players have an optimal place in the game and it’s our jobs as coaches to find it.

Q: You’ve developed new methodologies for coaching. Can you share an example of a specific methodology you implemented and its impact on player or team performance?

Having a background in education has really helped with developing methodologies in different areas. When I first began coaching I hadn’t taken any courses and my own experience as a player was mainly Sunday League, so there were a lot of drills and I depended a lot on exercises found on the internet. It wasn’t long before I started finishing training with game-based exercises, which then expanded into the rest of the session, and before long everything we were doing – tactics, fitness, technical exercises – would revolve around a match day application. I didn’t realise it until I started formally studying later, people like Vitor Frade and José Mourinho, but I was experimenting with tactical periodisation, and it was a big reason why I was picked up by a Porto Academy so early in my coaching career. Since then, I’ve tried to consistently ensure that everything we do in training has a full and direct application in a game. In such a unique environment like Gibraltar, this has taken on many forms, both active and passive. As time on the pitch is limited, I’ve implemented tactical periodisation in order to maximise the time on the ball, working on tactics, and minimise time working only on S&C. With younger age groups, this might look like encouraging players to take up other sports knowing that we don’t have the
time and resources to work on proprioception, whereas with older players it might be them doing their recovery but with the ball.

A lot of my methodology has been driven by limited access to pitches and facilities; pitches are only available for one hour at a time, and I’d never taken a session for less than an hour and a half before. That required innovation in terms of what types of activities we’re doing on the training pitch, especially as a lot of the training when I arrived was very “traditional” in nature – lots of skill-based technical drills, ball control, relays, and lines of players waiting their turn. I turned this around by restricting the number of technical-only activities in my club methodologies, encouraging coaches to develop all areas through game-based exercises. I developed a training session template and used that to get my philosophy across to the coaches and give them the
opportunity to work within a similar structure across all their sessions. Obviously, there are still advantages to focusing solely on one area, and in order to give my coaches their own autonomy, I suggested that any technical-specific work be restricted to the warmup. I then divided sessions into three slots of 20 minutes, with three distinct but related sections; for example, a technical warmup, an opposed practice, and an SSG to consolidate the learning during the session. The reason for having as much opposed practice as possible was to get the players as comfortable as
possible playing in a competitive environment – just as they do on match days. There’s also plenty of research that shows that players develop technical skills exponentially
when playing opposed. Being focused on opposed activities and SSG’s has helped players develop both in expected and unexpected way. I’ve found that players became more confident and
comfortable on the ball, and players develop rapidly, particularly in youth categories. A good example of this was one u9’s team that I took over when it had just 4 players – we
suffered several losses at the beginning of the season and were arguably the weakest team in the league, while at the end of season tournament we finished third. Bringing this methodology to academies and implementing it across age groups has resulted in more efficient and effective training, making the best possible use of the pitches and resources available, while it has also been character-building for players, many of whom use their spare time or break times at school to practice individually or work on their S&C.

Q: Having coached players from U5s to U23s, how do you adapt your coaching style and objectives to suit the developmental needs of different age groups?

My approach is more or less the same no matter what age group – to treat players with respect. I genuinely care about my players, their health, happiness, development, and
progression, and I try to ensure this comes across in my coaching. Individual development is the biggest driver of progression, so players knowing that you care about them and their development as an individual goes a long way to supporting them. Whatever the age group, I always aim for my players to go away from every session
having learned something new. Of course, I adapt my style, my mannerisms, and my sessions to make them accessible to each age group – for example, sessions aimed at younger players will always be more play-orientated with fun being one of the core objectives, along with time on the ball, understanding basic concepts, range of movement and skills, and so on. When working with older players, I still want to offer fun where I can, but I expect teenage players to begin to derive their own enjoyment from the game of football itself, and the hard work and progress that goes along with it. Therefore, objectives will become less fun and game-based and more directed towards knowledge and understanding.

I think the easiest way to sum it up would be to say that the aim of coaching younger age groups is to build a solid foundation to work from, while with older age groups I want to give them the tools that allow them to build on that foundation.

Q: As someone who has coordinated continuous professional development (CPD) for coaches, how do you ensure that your coaching staff stays aligned with the latest trends and best practices in football?

It sounds obvious, but first and foremost I have to ensure that I keep myself up to date. The next step is then to leverage that learning, information, understand what new trends
are developing and what courses are available, and decide which will be the most impactful for my coaching staff. As we all know, there are certain courses and certificates that we’re obligated to fulfil in order to coach, but aside from that I look to strengthen coaches’ knowledge through supporting in areas where they might need it, or through specific interests they might have. Ultimately it’s about knowing your staff – their requirements, their interests, their personal situation (they might be part time or have a family), and then adapting their learning to suit them. Once the minimum coaching qualifications are met, where do we go from here? Are they interested in analysis? Have they taken an interest in fitness?
Do they have a degree or other background that could offer something new elsewhere? And have they got the time and will the club provide the resources to continue that development?
I view learning as mental exploration – our progress mirrors a pathway from start to finish, but we also cover more ground when we split up, so it’s important to let staff
follow their interests when it comes to different aspects.

Q:  How has your experience working closely with first-team players, such as former La Liga defender Abraham Paz, influenced your approach to coaching and mentoring younger players?

For me, it’s all about showing them that the opportunity is there. Something that I’ve held close to me as I’ve matured has been the old saying “everyone puts their trousers on one leg at a time.” I’ve been lucky enough to work with some fantastic players that have played in youth setups for FC Barcelona, Real Madrid, Atletico Madrid, Arsenal, and more, but they all had to start somewhere, and so did I. So, looping back to the approach to development, it’s the same principle – getting to the first team is just another step in development and it’s important that we take all the necessary steps to get there, and as a coach it’s my job to help players understand and accept that. Another big issue for me is the psychology of players who are making those leaps, whether from youth to professional or even just moving up age groups. Sport psychology has always been a big part of my coaching, not least because of my own experiences in sport, but I also know that keeping a player fully mentally healthy and focused will increase their chances of performing well.

When it comes to moving up, new opportunities, even moving clubs, I want to reassure them that they’re not alone and they’re not the only ones going through the process. I’m a big believer that “if they’re good enough, they’re old enough” but despite that we still have to ensure that they’re confident and mentally strong enough.

Q: With several youth players making first-team debuts or earning international call-ups under your guidance, what strategies or practices have been most effective in preparing them for these opportunities?

In terms of actually getting players into the position of being able to make debuts or earn callups, consistency is key. Keeping training consistent, trying to match as closely
as possible what they can expect when they break into that first team, gives the best chance possible of a smooth transition – which is the biggest bump in the road for a
developing player. As Head of Youth, I have adapted training methodology and periodisation, styles of play, etc., to mirror the first team in order to give my players the
best chance of making the step up.

With international selections, it’s more complicated, since you have a bit less control. Coaching in Gibraltar, with it being a developing football nation, I have been able to
develop systems that I know will suit the style of play of national teams, making it easier for coaches to pick my players. On the other hand, getting players into national or
regional squads in other areas has just been a case of hard work, solid preparation, and probably a bit of luck, too.

As I mentioned before, psychology is also key for me. When it comes to your players moving up into the first team, or into a national selection, I imagine it’s a bit like being a
parent to a toddler – you’re happy and proud but you’ll worry about them and what happens if they fall over. But at some point, you’ve just got to let them go, allow them to
fall, and pick themselves back up, and go again, and just be there for them to support them in any way you can. Some might say that professional football is “sink or swim”
and I agree to a certain extent, but I think we can get more out of most players through support rather than pressure.

Q: You’ve attended networking events with clubs like SL Benfica and FC Sevilla. How have these experiences contributed to your
professional growth and the development of your teams?

Thanks in large part to ECA membership and my own networking, I’ve had the pleasure of working with some top clubs, as well as forming close relationships with staff from
some of the biggest and most innovative clubs in Europe. From a club perspective, it’s been great to work with these organisations and see how they maximise their resources, what makes them  the top references in their sector, and how they can be emulated in order to improve the quality of player that we develop. It’s extremely useful to learn the about different methodologies used by each club, and reflect on how certain aspects might be beneficial (or not, sometimes) in your own club situation. It also gives you a really good standard to work towards and helps plan the
next steps by clarifying which goals should be prioritised, which areas need improvement, and where your club could be excelling.

On a personal level, it’s definitely helped me grow professionally as I’ve become more and more aware of the obvious fact that football is a team game and we need the people around us in order to progress. Networking opportunities have given me the chance to work on my own social and team building skills, learn more about others and how they manage their own projects, and exchange ideas with others. It’s been great to learn from some of the best people in the industry and has helped me reflect on my own strengths and weaknesses. When I first started coaching I was daunted by the prospect of others knowing more and worried about not being able to keep up, but networking has taught me that everyone has weaknesses and it’s ok to be open about that and learn from others. On the flip side, it’s also been a huge confidence boost to find that plenty of my ideas and processes mirror those implemented by top clubs, and it’s great whenever I find those connections that help me feel I belong.

Kane Forster’s coaching journey illustrates how a commitment to player-centred development, combined with continuous professional growth, can fundamentally shape both individuals and football environments. His approach goes beyond traditional instruction, focusing instead on creating structures that empower players to take ownership of their learning and progress. By prioritising each player’s unique needs and fostering autonomy-whether through game-based methodologies, clear goal-setting, or adapting coaching styles across age groups-Kane ensures that development is not just about immediate results but about equipping players with the skills and mindset for long-term success.

This philosophy is matched by his dedication to ongoing learning and adaptation, both for himself and for the coaching staff he leads.

We thank Kane for sharing his journey and insights with Jobs4Football, and look forward to seeing how his forward-thinking approach continues to shape the future of player and coach development.