Uefa Women S Football Competence Frameworks

Coaching Convention
UEFA C diploma
Women’s football competence framework 2023
UEFA COACHING CONVENTION UEFA C DIPLOMA
Women’s football competence framework
Introduction
The UEFA diploma syllabuses adopt a competence-based approach to education. This entails
creating student-centred and output-focused qualifications, i.e. based on the occupational profile,
required competences and relevant learning outcomes. This is a move away from the traditional
teacher-centred and input-focused style, which is knowledge, content and workload driven.
These guides have been designed to help national associations create UEFA diploma courses that
lead to integrated and coherent qualifications.
The aim is not to dictate how national associations should develop their UEFA diploma courses.
To the contrary, we offer a menu of evidence-based options derived from best practices. We
hope that national associations will draw on these to design qualifications that fit the needs
of their football coaches. Professional judgement based on the association’s own experience,
expertise and local knowledge is not only encouraged but central to this process.
Finally, this guide provides a framework of UEFA C diploma course modules and competences
(including specifically women’s football competences), delivery methods and samples of ready-
to-use content that national associations can draw on when developing their curriculum.
Specificities of women’s grassroots football
• Training aimed at female senior and youth players at national and regional grassroots level is
based on the concept of fun, the needs of the individual and creating a culture of learning.
Working with players at this grassroots level should focus on developing players’ physical literacy
and their fundamental movement skills. These areas should be developed with players’ physical,
mental and emotional maturity in mind and include group and teamwork. It is essential to know
these players and their practice and recovery conditions.
• At this level of training and competition, it is essential to adopt a player-centred approach and
apply basic coaching skills while understanding the importance of interventions to support long-
term player development, motivation and engagement for both individuals and groups.
• These indicators are not exhaustive, but provide food for thought for coach educators and coaches
involved in the UEFA C diploma course.
2
Grassroots coach
Module – Philosophy, values and beliefs
Competences
• Understanding the role of a grassroots coach

• Using positive coach behaviours, e.g. respect for play and for individuals
• Using a player-centred approach*1
• Demonstrating a lifelong learning attitude
Women’s football competences
*1 Knowing nuances exist between male and female players
Delivery methods
*1a Identify and compare the holistic (physical, technical, tactical, psychological, social) needs of male and
female grassroots players of different ages
*1b Describe coaching philosophy, values and beliefs, and understand how these relate to the team, based
on the specific needs of female players, e.g. greater empathy
*1c Share the specific coaching behaviours/qualities and emotional intelligence that a coach needs when
working with female players, e.g. greater empathy
Module – Teaching methodology: art of coaching
Competences
• Knowing different coaching models

• Applying coaching skills in their basic form:
- Behaviour management
- Communication: explanation, coaching position, feedback, learning channels
- Demonstration
- Differentiation: dealing with individual differences*2
- Organisation
• Understanding the importance of interventions
*2 Understanding why the differences between individual players are greater in women’s teams
Delivery methods
*2a Understand how the specificities outlined in *1a would impact coaching practice in male, female and
mixed team environments
*2b Discuss how these particularities change with age
*2c Discuss why women’s teams have a broader differentiation spectrum compared to male teams
3
Player
Module – Knowing the players
Competences
• Acknowledging and respecting individuality (person first)

• Recognising each player’s needs and wants
• Knowing the player’s social, psychological, physical and football abilities*3
*3 Adapting communication styles to meet the specific needs of female players
Delivery methods
*3 Discuss the differences in communication needs of male and female players
Module – Individual football skills
Competences
• Developing the player’s individual technique, tactical skills, collaboration, etc.
Module – Fitness development
Competences
• Knowing the key characteristics of growth and maturation in young players*4

• Improving players’ physical literacy and general fitness*4
• Developing fundamental movement skills: stability, object control, locomotion
• Understanding the basic principles of physical load management
• Understanding the fundamentals of injury risk management*4
• Applying the concept of an integrated approach to fitness development
*4 Understanding how physical differences between male and female players can impact performance,
fitness, development and injury risk-management strategies.
Delivery methods
*4a When working with young players, understand how early, normal and late maturation can differ
between girls and boys
*4b Introduce the concept of how injury risk-management strategies may differ between male and female
players at all ages
*4c Debate how physical differences between male and female players (including goalkeepers) may impact
performance
4
Ready-to-use content
*4a Maturation
The average age for the onset of puberty is 10 years in girls and 12 years in boys. However, it is important
to remember that these are average ages and puberty can begin at any time between the ages of 8 and 14.
Depending on the age that puberty starts, a girl can be considered as either an early maturer (< 10 years),
average maturer (10–13 years) or late maturer (> 13 years). Understanding a player’s stage of maturity may be
useful when assessing or judging an individual’s potential. Early or average maturers may demonstrate greater
levels of speed, strength and power compared to their late maturing counterparts.
Peak height velocity
The amount an individual grows per year can be depicted by growth velocity curves. Girls usually have a
period of rapid growth, termed peak height velocity, between the ages of 10 and 13 years, which occurs a
year or two later in boys. During peak height velocity, a child can experience growth of up to 9cm; however,
girls generally grow no more than 5cm after menarche (onset of menstruation). During peak height velocity,
there is an increase in skeletal growth, which happens prior to muscle and tendon growth. As a result, there
is a ‘stretching’ of soft tissue structures and consequently the player is at an increased risk of injury. During
this time, players can also suffer from a phenomenon termed ‘adolescent awkwardness’, due to possible
reductions in general flexibility, balance, coordination, strength and power generation. It is important to be
aware when a player is experiencing peak height velocity, to ensure physical assessments made during this time
(i.e. movement screening or fitness testing) are contextualised against the physical growth that the player is
undergoing at that time.
*4b Differences in injury patterns
Injury patterns are different between men and women, so injury prevention strategies need to take this into
account. Overall injury rates are lower in women than in men, and this is largely attributed to the lower rate
of women being injured during matches. In the women’s game, there is an increased injury rate in the top
leagues compared to the lower ranked leagues, but this pattern is not seen in the men’s game. Knees and
ankles are the most common injury sites in female players, whereas thighs are the most common site in male
players. The most burdensome injuries (time lost from training and matches) for female players are those to
the knee (mainly the ACL) and ankle ligaments and the quadriceps and hamstring muscles.
*4c Physical differences between men and women
There are physical differences between men and women. Skeletal muscle mass and distribution differ between
the sexes. Female players often have less total and lean body mass, a higher proportion of body fat, and
a smaller muscle fibre cross-sectional area. These differences between the sexes translate to differences in
physical performance. Research has shown that female players generally have lower endurance and exhibit
lower performances when sprinting and jumping compared to their male counterparts. These physical
differences between men and women have potential technical/tactical implications. For example, a female
goalkeeper may not be able to distribute the ball as far as a male goalkeeper, and this needs to be taken into
account by the coach and player when developing tactical plans.
Takeaways
• Coaches need to be aware that all players will grow and develop at different rates, and an awareness of
a player’s maturation stage should be considered when making player judgements
• Physical differences exist between men and women and they may have technical and tactical
implications
• Coaches should be aware of the different injury patterns between the male and female game, and plan
injury prevention programmes accordingly
Further reading
Malina, R. et al. (2004). Growth, Maturation and Physical Activity. Champaign, Illinois: Human Kinetics
López-Valenciano, A. et al. (2021). Injury profile in women’s football: a systematic review and meta-analysis. Sports Medicine, 51, 423-442.
https://doi.org/10.1007/s40279-020-01401-w
5
Module – Psychological development

Competences
• Understanding the importance of developing a player’s growth mindset and its elements of curiosity, learning,
commitment, effort, resilience*5
• Developing players’ problem-solving, decision-making, information processing, curiosity and creativity
• Applying basic tools and methods to build players’ confidence and self-esteem and support their emotional
management
• Explaining the importance of self-regulation and demonstrating basic tools and methods

*5 Understanding how to develop long-term motivation in female players by means of a positive learning climate
(meeting the satisfaction of basic psychological needs)
Delivery methods
*5 Discuss how a positive learning climate can be used to help female players develop autonomy
Context
Creating a motivational climate conducive to learning while developing the lasting motivation of female players is
an important challenge for coaches at this level. The pleasure of practising, progressing, and belonging to a training
group will determine whether female players continue to be involved in football or not.
Promote motivation among young female footballers using the basic needs theory (BNT)
BNT (Ryan and Deci, 2000), proposes that humans function and develop effectively as a consequence of the social
environment and its potential for basic need satisfaction. According to this theory, humans have three basic psychological
needs: autonomy, competence and relatedness. The inherent need for autonomy is fulfilled when people perceive that
they are the origin of their choices and decisions. Competence concerns an individual’s need to feel a sense of mastery
through effective interaction within their environment. Relatedness corresponds to feeling securely attached to and
being respected by significant others. In a sports context, satisfaction of these psychological needs can enhance positive
emotional and physical experiences and thereby promote a long-term motivation to engage in the physical activity.
Coach’s role in meeting female players’ basic needs
The coach can be considered to be the closest contact for all athletes on a team and the coach consequently plays
a key role in nurturing their three basic needs. A study conducted in a male and female sports setting (Adie et al.,
2008) highlighted that a coach’s autonomy support predicted participants’ basic needs satisfaction for autonomy,
competence and relatedness. In turn, basic needs satisfaction predicted greater subjective vitality of athletes when
engaged in sport. Participants with low levels of autonomy were more susceptible to feeling emotionally and
physically exhausted from their investment in sport. Lastly, the results of this study supported partial invariance of
their results between males and females. For this reason, this motivational theory already widely used in the context
of men’s sport (see Chu & Zhang, 2019) could be usefully extended to women’s football.
Practical recommendations for coaches
Coaches can foster environments that do the following:
• Enable their players to feel autonomous and in control of their training and progress
• Enable their players to feel competent in the face of stimulating but realistic challenges, so that they taste success
• Promote group cohesion on and off the pitch and strengthen the feeling of relatedness
Takeaways
• Motivation is one of the first mental skills that our attention needs to focus on because it stimulates
commitment to a long-term sporting career.
• The basic needs theory (BNT) can provide scientific insight into understanding and nurturing the psychological
needs of female football players to maintain their motivation.
• BNT describes three basic needs: autonomy, competence and relatedness.
• The coach plays a key role in meeting the three basic needs of female players.
Further reading
Adie, J. W., Duda, J. L., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport
participants: A test of basic needs theory. Motivation and Emotion, 32(3), 189-199. doi: 10.1007/s11031-008-9095-z
Chu, T. L., & Zhang, T. (2019). The roles of coaches, peers, and parents in athletes’ basic psychological needs: A mixed-studies review. International Journal
of Sports Science & Coaching, 14(4), 569–588. doi: 10.1177/1747954119858458
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American
Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68
6
Module – Social development
Competences
• Understanding the role of emotions and behaviours in players of different ages and stages of player
development*6 and 7
• Applying basic tools to build relationships, improve teamwork, increase interaction and support peer
learning
• Applying basic tools to develop players’ leadership skills
*6 Understanding the impact of socialisation on group dynamics in teams at different ages and stages of
development
*7 Understanding the impact of maturation on social groupings
Delivery methods
*6 Discuss the emotional development of female players
*7 Describe the impact of socialisation on female players
7
Football environment
Module – Session design and organisation
Competences
Creating the right structure for grassroots sessions:

• Before sessions (arrivals, dressing rooms)*8
• During sessions
- Physical environment and equipment
- Activity time
- Consistent set-up (tidy space = tidy mind)
• After sessions (departures)
*8 Understanding the facility needs of female players
Delivery methods
*8a List the facilities required by female players at training and matches
*8b Discuss the impact that a lack of facilities identified in *8a has on long-term participation
Module – Planning, delivering and reviewing
Competences
• Demonstrating competence in short- and medium-term planning

• Planning sessions carefully
• Delivering sessions effectively
• Applying reflective practice after sessions
Module – Motivational and learning climate
Competences
Creating a motivational and learning climate with the following components:

• Fun
• Individual needs
• Culture of learning: no fear of making mistakes, appropriate challenges, positive coaching
• Inclusion and friendship, sense of belonging
• Engagement
• Player’s empowerment and autonomy
• Success, personal improvement and effort, process v outcome
8
Module – Health and welfare
Competences
• Ensuring player health and welfare*9

• Enabling players to experience the health benefits of regularly playing football
• Knowing the child safeguarding guidelines and legislation
• Knowing the club’s or organisation’s code of conduct and acting accordingly
• Creating and using other resources, such as volunteers and parents
• Knowing basic first aid
*9 Creating an environment in which women’s health (i.e. menarche, menstrual cycle, low energy
availability, iron status) can be openly discussed
Delivery methods
*9a Discuss the various factors of women’s health
*9b Discuss how to foster an open environment among players and staff
In the context of the educational material presented in the C diploma course, the term women’s health is
used to primarily cover the menstrual cycle and energy balance/availability. These issues are known to be
challenging, at different levels and times, to most female players.
Fluctuations in female hormones, oestradiol and progesterone, that occur during the menstrual cycle
can affect multiple parameters, ranging from mood disorders and adverse symptoms including pain,
fatigue, transient weight gain and sleep disturbance. Furthermore, disturbance in the menstrual cycle
(e.g. amenorrhea, irregular menstruation), can be a sign of a negative energy balance, often related to low
energy intake.
It is therefore important for coaches not only to be aware of this, but also to be able create an environment
where women’s health issues can be openly discussed. For example, players should feel comfortable informing
their coach if their ability to train is in any way restricted due to menstrual symptoms.
At UEFA B, A and Pro level, more attention is given to the relationship between women’s health issues and
performance.
9
Game
Module – Players
Competences
• Understanding and teaching the basic principles of attacking, defending, transitions

• Developing players’ basic technical and tactical understanding of the game: playing positions and game
awareness
• Teaching basic game management principles
• Developing player autonomy: decision-making, problem-solving, power of play*10
*10 Understanding how pitch and goal size impact the tactical approach adopted in games
Delivery methods
*10 Discuss how pitch and goal size impact tactics (relate to *4c)
Module – Training
Competences
• Understanding the key benefits and principles of the basic training methods:
- Technical practice (unopposed practice)
- Skill practice (multi-directional practice with opposition)
- Game-related practice (one-directional team practice)
• Understanding basic training principles: specificity, progression, etc.
Module – Playing formats
Competences
• Designing and organising various game formats (11v11, small-sided games, festivals)
• Understanding the importance of playing time and applying it in various game formats
• Knowing and respecting rules and guidelines: Laws of the Game, club policy, regulations
Module – Match environment
Competences
• Dealing with matchday behaviours

• Engaging appropriately with volunteers and parents in team/club activities
10
Assessments
Formative and summative assessments
Theory: The coach must be able to understand and Practice: The coach must demonstrate an ability to
explain the following: apply the following principles:
• Grassroots coach
- Benefits of the player-centred approach and positive coach behaviour
- Basic coaching skills
- Planning, delivering and reviewing
• Player
- Holistic development of a player: technical, physical, psychological and social
• Football environment
- Creating a consistent, safe and positive learning environment
- Organisation of the sessions and activities
• Game
- Basic technical and tactical understanding of the game
- Basic game management principles
- Key benefits and principles of the basic training methods
Personal coaching logbook (to include examples from the male and female game)
• Planning and delivering safe and appropriate coaching activities
• Analysing and reviewing coaching activities
11
Annex
This section summarises the relevant football and social responsibility learning outcomes of the UEFA C
diploma course.
Football and social responsibility (FSR)
Competences Modules
• Understanding the role of the coach in

developing and ensuring equal rights and
opportunities for all those active in the sport
• Understanding the importance of inclusion
and the possible impact of discrimination in
football and within the team
• Knowing the basic concepts of accessibility and Equality, inclusion, anti-racism
access to football
• Understanding the principles of football for
social cohesion, specifically:
- Inclusion of refugees
- Coaching players with disabilities
• Providing a safe and empowering football

environment for all children and teenagers
• Recognising specific risks for children and
teenagers involved in football activities and Child and youth protection
ensuring that they are safeguarded
• Knowing how to respond appropriately to
safeguarding concerns1
• Promoting better health, active lifestyles and

reinforcing the engagement of players
• Delivering health and well-being interventions
through football Health and well-being
• Understanding the principles of good
nutrition, physical exercise, substance abuse
(tobacco, alcohol) and mental health
• Promoting the concept of environmental

protection
• Advocating for:
Environment
- Waste reduction/recycling
- Reduced use of water/energy
- Reducing CO2 emissions
1
For detailed information on protecting youngsters in football, see https://www.uefa-safeguarding.eu/ and the Child Safeguarding Toolkit for UEFA member
associations
12
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com
WE CARE ABOUT FOOTBALL

Coaching Convention
UEFA B diploma
UEFA COACHING CONVENTION UEFA B DIPLOMA
Introduction
To the contrary, we offer a menu of evidence-based options derived from best practices.
We hope that national associations will draw on these to design qualifications that fit the needs
Finally, this guide provides a framework of UEFA B diploma course modules and competences
Specificities of women’s amateur football
• Training aimed at female senior and youth players at national and regional amateur level is
based on the concept of fun, the needs of the individual and creating a culture of learning.
Coaches working with players at this amateur level should focus on developing players’
physical literacy and their fundamental movement skills. These areas should be developed
with players’ physical, mental and emotional maturity in mind and include group and
teamwork. It is essential to know these players and their practice and recovery conditions.
• At this level of training and competition, it is essential to adopt a player-centred approach and
apply basic coaching skills while understanding the importance of interventions to support long-
term player development, motivation and engagement for both individuals and groups.
• These indicators are not exhaustive, but provide food for thought for coach
educators and coaches involved in the UEFA B diploma course.
2
Coach
Competences
• Understanding the differences between coaching at amateur and elite levels*1

• Using positive coach behaviours, e.g. respect for play and for individuals
• Working closely with the coaching staff to develop a coaching programme*2
• Implementing the club’s philosophy
• Embracing appropriate values regarding the spirit of the game and sports ethics
*1 Understanding the specificities of player development pathways
*2 Understanding how to create a coaching programme at grassroots, amateur and elite levels
Delivery methods
*1 Identify the differences between coaching male and female amateur players
*2 Create a coaching programme for amateur and elite female players
Competences
• Understanding various teaching and learning styles (coaching models)

• Using different teaching styles depending on the situation
• Developing a clear methodology for what and how to teach, to cater to the needs of all players*3
• Identifying and correcting mistakes using a range of coaching intervention methods
• Continually setting a good example in the approach to coaching
• Setting goals and challenges for individual players and the team
• Communicating effectively with players, support staff and parents
*3 Understanding how to adapt coaching methodology to player needs
Delivery methods
*3a Define your coaching methodology
*3b Identify coaching practices that meet the physical, technical, tactical, social, emotional, and psychological
needs of female players
3
Player
Competences
• Understanding the amateur football environment and player pathway from grassroots to elite football*4
• Knowing the different stages of learning and understanding how players learn
• Understanding the characteristics and requirements of playing positions in order to develop players
within the team structure based upon the relevant game format
• Applying player profiling to effectively analyse individual performance*5
• Managing differences within the team*6
• Allowing players to explore and experiment in search of effective solutions
• Being an active member of the club structure for the purposes of developing both the players and the team
*4 Understanding the amateur football environment and player pathway from grassroots to elite football
for female players
*5 Using player profiling to effectively analyse individual performances of female players
*6 Understanding how to manage differences within male, female, and mixed teams
Delivery methods
*4 Create a pathway diagram from grassroots to elite football for male and female players. Discuss the
similarities and differences and the resulting impact on long-term player development
*5 Define the similarities and differences in positional characteristics of male and female players at amateur
and elite levels
*6 Utilising the lessons from *3 and *5, show how to manage differences in the physical, technical, tactical,
psychological and social elements of the game
4
Competences
• Designing safe and effective daily training sessions and weekly training plans, taking account of basic
principles of training, physical load, warm-up and prehab exercises and recovery
• Designing injury risk-management strategies*7
• Contrasting the benefits and limitations of an integrated v isolated approach to fitness development to
ensure that training time is used effectively to optimise all aspects of performance
• Exploring the internal and external load of various types of football training*8
• Demonstrating and applying basic fitness tests to assess fundamental physical qualities*9
*7a Being aware that injury risk-management strategies may need to be adapted to the needs of male and
female players of all ages
*7b Understanding differences in injury patterns, incidences and occurrences between male and female players
*8 Exploring how the physical load of various types of football training may differ when working with male
or female players at various levels
*9 Ensuring fitness testing results are compared with contemporary female reference values
Delivery methods
*7a Discuss how training plans for female and male players may differ at different ages
*7b Identify which injuries are most prevalent in female players and discuss them in relation to maturation when
working with young players, then design appropriate interventions to reduce the occurrence of these injuries
*8 Discuss how and why the physical load of various types of football training may differ when working with
male or female players at different levels
*9 Review the most recently published data on female players and discuss the differences between male
and female players and possible implications for practice
Ready-to-use-content
*7a Injury risk-management strategies

A healthy, uninjured player can train consistently and therefore has the potential to improve her performance over
time. Consistent training leads to a good general fitness level and a robust player that can resist injuries. A well-
balanced training programme that includes a lot of variety should be implemented early on in a player’s career.
However, there is evidence that young female players have a higher risk of suffering more severe injury compared
to men, more specifically a non-contact anterior cruciate ligament (ACL) injury. Studies have shown that the
frequency and severity of injuries increases during the period of individual growth and maturation, with the
greatest risk during a player’s peak height velocity. There are many reasons for the higher injury risk in women.
Importantly, scientific studies have shown that specific programmes that are regularly included in training can
reduce the risk of ACL injury in female players. These include various knee-stability exercises, such as FIFA ‘11+’,
Prevent Injury and Enhance Performance (PEP), Knäkontroll and Footy First. Recent research has shown that such
programmes can reduce overall injury rates (27%), and specifically ACL injury rates (45%). One thing they have in
common, however, is that these programmes are only effective when high compliance rates are maintained.
For all players, the principles of progression, individualisation and recovery are important to consider. For female
players, the pathway from being a young talent to a senior team player may be much shorter than for men. So,
it is more common for a female youth player to be recruited to a senior team at a younger age than it is for men.
Together with the fact that female players are more prone to severe knee injuries, it is all the more important to
consider the player’s training background/history, slowly increase the volume and intensity so she can adapt to
the senior level, and take account of her individual ability to recover to avoid acute and overload injuries.
5
Menstrual cycle and injury

Although some studies show an association between hormonal fluctuations and ACL injury, overall the
evidence is weak. Well-balanced training programmes with a lot of variety, especially when they consistently
include knee-stability exercises, are best at reducing the risk of injury in female players regardless of their
menstrual cycle phase.
Takeaways
• Coaches should understand that well-balanced, varied training programmes help to improve the female
players’ overall fitness and therefore reduce the risk of injury.
• Coaches should be aware that severe knee injuries are more prevalent in young female players than in men.
• Coaches need to consistently include a variety of knee-stability exercises in their training sessions, as
these have been shown to reduce the risk of injury.
Further reading
López-Valenciano, A. et al. (2021). Injury profile in women’s football: a systematic review and meta-analysis.
Sports Medicine, 51, 423–442. https://doi.org/10.1007/s40279-020-01401-w.
Randell R.K., et al. (2021). Physiological characteristics of female soccer players and health and performance considerations: a narrative review.
Sports Medicine. 51(7):1377–1399. doi:10.1007/s40279-021-01458-1.
*7b Differences in injury patterns

Injury patterns are different between men and women, so injury prevention strategies need to take this into
account. Overall injury rates are lower in women than in men, and this is largely attributed to the lower rate
of women being injured during matches. In the women’s game, there is an increased injury rate in the top
leagues compared to the lower ranked leagues, but this pattern is not seen in the men’s game. Knees and
ankles are the most common injury sites in female players, whereas thighs are the most common site in male
players. The most burdensome injuries (time lost from training and matches) for female players are those to
the knee (mainly the ACL) and ankle ligaments and the quadriceps and hamstring muscles.
Takeaway
• Coaches should be aware of the different injury patterns between the male and female game, and plan
injury prevention programmes accordingly.
Further reading
López-Valenciano, A. et al. (2021). Injury profile in women’s football: a systematic review and meta-analysis. Sports Medicine, 51, 423–442.
https://doi.org/10.1007/s40279-020-01401-w
Mayhew L. et al. (2021). Incidence of injury in adult elite women’s football: a systematic review and meta-analysis.
BMJ Open Sport & Exercise Medicine, 7(3):e001094.
*9 Physical differences between men and women

lower performances when sprinting and jumping compared to their male counterparts. Consequently, it
is important for fitness testing results for female players to be compared with contemporary sex-specific
reference values. Fitness testing results should be used when designing individualised training programmes.
Takeaways
• Physical differences exist between men and women that result in differences in physical performance
capacity.
• It is important to use contemporary reference values for physical fitness testing data due to the fast
evolution of the women’s game and increased physical demands.
Further reading
UEFA (2022). UEFA Women’s Champions League Physical Analysis. A comparison between 2019/20 and 2020/21.
https://editorial.uefa.com/resources/0273-149bbe574cb0-b279fd76afc5-1000/uwcl_physical_analysis_report.pdf
UEFA (2022). UEFA WEURO 2022 technical report.
https://www.uefatechnicalreports.com/
Risso, F.G. et al. (2017). Physiological characteristics of projected starters and non-starters in the field positions from a Division 1 women’s soccer team.
International Journal of Exercise Science, 10(4), 568-579. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5466405/pdf/ijes-10-04-568.pdf
Poehling, R.A. et al. (2021). Physical performance development in a female national team soccer program. Journal of Science and Medicine in Sport,
24(6), 597-602. https://pubmed.ncbi.nlm.nih.gov/33390301/.
6
Competences
• Understanding the basic mental qualities, associated with performance and how to manage them*10
• Evaluating individual playing and social behaviours during training sessions and games
*10 Understanding the particularities in women’s stress response and starting to use basic mental strategies.
Delivery methods
*10 Define what mental qualities are required for performance. List the internal and external responses to
stress and how to manage them appropriately within a male/female/mixed team environment.
Context
The greater the level of expertise, the greater the stress experienced by female players, caused by result issues,
coaches’ expectations, personal expectations, etc. Their ability to cope with these different sources of stress
influences their day-to-day performance. Understanding the mechanisms that govern stress management in
female players is therefore an important issue.
Understanding female player engagement in stressful situations

Some observers emphasise the supposed lack of competitiveness among female players and their difficulty
managing their stress, sometimes being incapable of facing up to difficulties, avoiding ‘uncomfortable’
situations, hiding from adversity. Two scientific insights can help to overcome this situation and provide
effective solutions to female players’ struggle with stress: the hormonal responses to stress and the emotional
responses described in the cognitive–motivational–relational theory (CMRT, Lazarus, 1999).
Studies show that when men are under stress they produce ‘fight or flight’ hormones, such as testosterone
and adrenaline, while women produce more oxytocin, which buffers the ‘fight or flight’ response, has a
pronounced calming effect and activates their limbic (emotional) systems. (Brizendine, 2007).
When faced with competitive situations, female football players assess the demands that the situation will
impose on them, as well as the resources they need to respond. The perceived balance between the demands
and the resources will influence how they cope. If they perceive very high demands and a low level of
resources, they are at a risk of disengagement, i.e. not fully engaging in competition, avoiding adversity, and
not fully exploiting their potential. If they perceive that demands and resources are balanced, they deploy
adaptive strategies that are more conducive to performance: they commit to competition, find solutions to
the problems faced, seek support when necessary, etc.
Practical recommendations for coaches

• Understand that female players react differently to stress than male players do:
- They sometimes react with less commitment and aggressiveness
- They express their emotions more
- They look more for support
• Be aware that relationship stressors have a marked impact on female players. Getting angry, raising your
voice and reprimanding them can have particularly deleterious impacts on their performance.
• Balance female players’ perception of demands and resources. To do this, ‘deconstruct’ perceptions of
excessive demands, rationalising them to avoid disengagement, and help female players to be aware of
their resources: technical, tactical, physical, social, psychological, etc.
• Accept that seeking support is a preferential strategy for female players. It is therefore important to
develop a support network around and in the team to whom players can turn.
• Besides the support network, it is important to help them develop a broader range of effective coping
strategies that they can use to deal with stress: analysis and problem solving, increasing effort, optimisation
of attention, imagery, activation, relaxation, etc.
• Finally, to enable them to develop and use their coping strategies, include competitive situations in daily
training sessions. Help them to analyse the coping strategies they use when facing difficulties and reinforce
the strategies that seem to be effective for them.
7
Takeaways
• Female players’ reactions to stress are explained by specific hormonal and emotional responses.
• These responses can sometimes give the impression that female players disengage when faced with
stressful situations.
• To counter this disengagement, it is important to:
- Understand their specific responses to stress
- Balance their perceptions of demands and resources
- Help them to develop coping strategies to deal with stress
Further reading
Hanin, Y. & Hanina, M. (2009). Optimization of performance in top-level athletes: an action-focused coping approach.
International Journal of Sports. Science & Coaching, 4(1), 47–91. https://doi.org/10.1260/1747-9541.4.1.47.
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer
Brizendine, L. (2007) The Female Brain. New York: Broadway Books. ISBN: 978-0-767920-10-0.
Competences
• Knowing the social issues related to drug and alcohol abuse

• Understanding social media and how it might affect team cohesion and performance if misused
• Creating a positive environment by developing team spirit, where cooperation, self-regulation and
discipline play an important role in supporting and working with others*11
• Creating a social environment that fosters an open, committed, enjoyable environment by means of
positive interaction with players, their families and support staff
*11 Understanding players’ social needs and changing attachment
Delivery methods
*11 Relate to *10 and discuss how socialisation and peer group size outside of football impacts group
dynamics and performance
8
Training environment
Module – Training session design and content
Competences
• Using effective coaching styles to develop interaction and connection with the players appropriate to
their ages and ability levels*12
• Designing a variety of technical and tactical sessions to constantly challenge the players and the team
• Understanding how to manage space and areas, in relation to the number of players and how overloads
(i.e. 3v2 or 4v3) can be used to enhance players’ decision-making*13
*12 Understanding how different female players react to various group interactions
*13 Understanding how the size of a playing area, number of players, etc. need to be adapted to the
characteristics and level of female players
Delivery methods
*12 Apply the lessons from *10 and *11 to explain how players connect and interact
*13 Apply the lessons from 3b to explore and explain how practice design should change for different sexes,
ages and abilities
Competences
• Demonstrating competence in short- and medium-term planning

• Planning and delivering training sessions to meet the needs of individual players and the team as a
whole*14
• Reviewing and refining the training technique during the session to cater to the challenges and specific
needs of the group
• Analysing and reflecting on the performance to provide the players and the team with effective
feedback
• Applying match and player analysis methods to gain a better understanding of what might improve
performance
• Designing a player profiling and assessment system to measure individual and team performances
*14 Delivering training sessions developed specifically to meet the needs of female players, both individually
and as a group
Delivery methods
*14 Apply the lessons from *1 – *11 and *16 to create training sessions that meet the needs of female
players
9
Competences
• Motivating players by means of effective and appropriate training sessions*15

• Inspiring the players and the team with positive behaviour
• Demanding reasonably high standards both on and off the pitch and setting a good example
• Implementing various leadership styles
• Creating a learning environment by means of proper planning and preparation
*15 Demonstrating how to motivate female players by creating training sessions adapted to their physical,
social, psychological and technical needs
Delivery methods
*15 Apply *3a to coaching practice to show a differentiated training session in which interventions and
coaching behaviours are used to boost motivation
Competences

• Understanding the benefits of good lifestyle habits for player health and performance, e.g. nutrition,
hydration and sleep
• Creating a safe working environment
• Being aware of the needs and backgrounds of each individual player
*16 Raising awareness of the importance of general women’s health, including menstrual cycle, low energy
availability and iron status
Delivery methods
*16 Discuss how irregularities in the menstrual cycle, low energy availability and low iron levels can impact
health, training status and performance
10
Menstrual cycle
The menstrual cycle is the monthly series of hormonal changes that women aged ~13–50 experience as the
body prepares for the possibility of pregnancy. The length of the menstrual cycle varies from woman to
woman, but the average is ~28 days. It is important for women to keep track of their menstrual cycle, as an
absence of the cycle – also known as amenorrhoea – can have implications for their health and well-being.
Long-term consequences of amenorrhoea can include a higher risk of cardiovascular disease and compromised
bone health.
Low energy availability

Nutrition plays a critical role in optimising football performance during training and matches and also
contributes to a player’s overall health. Worryingly, research continues to show inadequacies in elite female
players’ nutrition strategies, with 85% of players not consuming sufficient energy to meet the demands
of exercise and 23–33% of players falling below the threshold for low energy availability. Low energy
availability is one of the primary causes of amenorrhoea and can be a result of restricted dietary intake or
an unintentional mismatch between energy intake and the demands of exercise. It has been associated with
numerous health and performance deficiencies as well as an increased risk of injury.
Iron status
Iron is considered an essential mineral for sporting performance, as it supports the processes for oxygen
delivery and energy production. Any iron deficiency is therefore likely to impact a player’s training and
competitive performances. Female athletes are at a higher risk of iron deficiency due to factors such as
eccentric muscle contraction and haemolysis from foot strike. Due to regular blood loss during menses, post-
pubertal women are at increased risk of iron deficiency. Iron deficiency in female athletes has a ~15–35%
prevalence with even higher values reported in national team players.
Takeaways
• Coaches should understand how the menstrual cycle can affect female athletes’ health.
• Coaches need to be aware of the general facts about women’s health and should create an environment
where subjects such as energy balance and menstruation patterns can be openly discussed with players.
• Iron levels in the blood should be checked once or twice a year by a medical practitioner.
Further reading
Moss, S.L. et al. (2021). Assessment of energy availability and associated risk factors in professional female soccer players.
European Journal of Sport Science, 21(6), 861–870. https://doi: 10.1080/17461391.2020.1788647
Sim, M. et al. (2019). Iron considerations for the athlete: a narrative review.
European Journal of Applied Physiology, 119(7), 1463-1478.https://doi: 10.1007/s00421-019-04157-y
11
Match
Module – Players
Competences
• Preparing players and the team for matches with a clear understanding of players’ roles and the basic
requirements of the playing positions in a variety of game formats and different playing systems*17
• Selecting the right team for a match and coaching the team during the match
• Giving all players in the squad equal playing opportunities whenever possible
*17 Demonstrating how to meet the needs of female players in various formations, positions and playing styles
Delivery methods
*17 Apply lessons from *5 and *6 to reality-based coaching
Competences
• Gaining experience in the role and coaching in different playing or match formats, e.g. small-sided
games, 11v11 and tournament football*18
Competences
• Managing performance by using positive team talks before, during and after a match
• Analysing and evaluating performances from an individual and team perspective using various analysis
systems wherever possible*19
• Providing and encouraging effective feedback by involving players and the team in the learning
environment in order to improve future performance
• Understanding how to interact with support staff who are involved in producing a positive match
experience
*18 Analysing and evaluating performance from an individual and team perspective in the women’s game
using various analysis systems wherever possible
Delivery methods
*18 Watch a men’s and a women’s match, then identify and discuss the specificities of individual, positional
and team play
12
Assessments
• Coach
- Planning and designing sessions that meet the needs of the players and the team
- Developing a clear methodology for what and how to teach
- Identifying and correcting mistakes using a range of coaching intervention methods
- Reflecting on and analysing own performance
• Player
- Understanding the different stages of learning and how players learn
- Inspiring the players and the team with positive behaviour
- Understanding the characteristics and requirements of playing positions in order to develop players
within the team structure based upon the relevant game format
- Evaluating players’ behaviours during games and training sessions
• Training environment
- Preparing and conducting technical and tactical sessions to constantly challenge the players and the
team
- Establishing a positive learning environment through efficient planning and preparation
- Designing a player profiling and assessment system to measure individual and team performances
- Describing basic load monitoring and management
- Demonstrating differences between integrated and isolated fitness training
• Match
- Preparing players and the team for matches with a clear understanding of players’ roles and the
basic requirements of the playing positions in a variety of game formats and different playing
systems
- Managing performance by using positive team talks, before, during and after a match
- Analysing and evaluating performance using various analysis systems wherever possible
- Providing and encouraging effective feedback by involving players and the team in the learning
environment in order to improve future performance
• Planning and delivering safe and challenging training sessions
• Analysing and reviewing training sessions and matches
• Self-evaluation, self-reflection and the ability to adapt future planning and coaching activities
• Ability to work with individual players and the team on all aspects of their development
13
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA A diploma
UEFA COACHING CONVENTION UEFA A DIPLOMA
Introduction
Finally, this guide provides a framework of UEFA A diploma course modules and competences
Specificities of women’s top amateur football
• Training aimed at female senior players at national amateur level is based on the
technical and tactical analysis of national and regional senior competitions and the
physical and mental characteristics of the female players at these levels of the game.
It is essential to know these players and their practice and recovery conditions.
• At this level of training and competition, it is essential to focus on optimising team play
and positional play (differences in player positions/profile) in the main playing systems.
• These indicators are not exhaustive, but provide food for thought for coach educators and
coaches involved in the UEFA A diploma course.
2
Coach
Competences
• Understanding the role of a coach in top amateur football*1
• Maintaining positive behaviour on and off the pitch
• Creating a positive environment for performance while having a clear understanding of the needs of
individual players in top amateur football and in their professional and private lives
• Being flexible and willing to compromise at this performance level
• Demonstrating leadership, management and quality coaching at top amateur level*2
• Embracing appropriate values regarding the spirit of the game, sports ethics and doping

*1 Understanding the specificities of women’s top amateur football
*2 Adapting management and quality coaching to women’s top amateur football
Delivery methods
*1 Analyse coaching in women’s top amateur football
*2 Discuss how to adapt the management and quality of coaching in top amateur football to take the
characteristics of female players into account (sensitivity, social functioning)
Competences
• Applying the club’s vision of football while respecting the players’ social and private lives
• Applying the various teaching, learning and leadership styles (coaching models)
• Coaching the team/players in a manner appropriate to their ages, experience and stages of
development*3
• Promoting a performance development approach, including the importance of winning
• Understanding and analysing how technology can be used to monitor and manage individual players’
physical loads during training and matches

*3 Demonstrating coaching behaviours supportive of female player development
Delivery methods
*3 Recommend coaching philosophies that support the development of female players
Module – Collaboration
Competences
• Collaborating effectively with coaching staff in the development process, e.g. assistant coach,
goalkeeper coach, fitness coach, team doctor, etc.
• Cooperating with staff involved in scouting and selecting top amateur players
• Collaborating with club staff, representing the club in a positive way
• Applying the club’s technical policy and playing an active role in social interactions with local
stakeholders
• Dealing with various factors influencing player and team performance, e.g. the club board, players’
families, media, supporters, etc.
3
Player and team
Competences
• Understanding the characteristics and needs of top amateur players*4

• Setting and constantly reviewing goals for individual players according to technical/tactical/physical ability
and the psychological demands of top amateur football
• Involving the players in the process of setting and constantly reviewing goals
• Understanding the characteristics of young players to help them integrate into the team
• Using the various evaluation and reflection methods and feedback techniques to effectively guide players
through their individual development process
• Motivating and inspiring players at top amateur level
• Preparing the players to deal with stress and pressure
*4 Knowing the characteristics and needs of female senior players in top amateur football
Delivery methods
*4 Describe the specific needs of female senior players in top amateur football
Module – Team-building
Competences
Building a successful team and developing the right team dynamics at top amateur level by involving players
in the following aspects:
• Clarifying the various social roles within the group
• Setting standards on the pitch and in the dressing room
• Defining team goals
• Motivating, inspiring and creating an enjoyable environment
• Managing disappointments and conflicts*5
*5 Understanding the social functioning of female players when managing disappointments and conflicts
and how this impacts team dynamics
Delivery methods
*5a Determine how team dynamics are impacted by the social functioning of female players managing
disappointments and conflicts
*5b Use the information from *2, *3, and *4 to describe how to build a successful female team
4
Context
The importance of relational factors to performance is often emphasised as they can be used to explain the
causes of performance or non-performance of women’s football teams. These factors therefore need to be taken
into account when coaching women’s teams. Conflict management can be complicated when female players find
it difficult to express problems openly and this behaviour can aggravate conflicts. Coaches can play an important
role in preventing this, by being aware of the impact of human relationships and developing a climate that
promotes the well-being of the group and its performance.
Practical advice for coaches

• Do not let conflicts develop, encourage the regular expression of feelings and resentments to ensure the
day-to-day well-being of the group.
• Develop and prioritise the quality of human relationships within the performance project.
• Organise team-building activities or appoint a group life manager to maintain the group’s social cohesion.
Further reading
Holt, N. L., Knight, C. J. & Zukiwski, P. (2012). Female athletes’ perceptions of teammate conflict in sport: Implications for sport psychology consultants.
The Sport Psychologist, 26(1), 135–154. doi: https://doi.org/10.1123/tsp.26.1.135
Competences
• Evaluating internal and external physical load during training and matches, wherever possible using
metrics collected by player-tracking technologies*6
• Exploring load-management strategies (balance between workload, capacity and recovery) in daily and
weekly routines to produce an effective, safe and balanced physical load at top amateur level*7
• Planning, delivering and reviewing field-based and gym fitness training sessions, when appropriate in
cooperation with support staff, taking account of the physical goal of the session, expected physical
load, appropriate content, exercises and recovery
• Using fitness tests to assess players’ physical qualities and readiness to perform, and demonstrating an
ability to interpret test results*8
• Applying strategies for injury risk management, rehabilitation, return to exercise, return to training and
return to play*9
*6 Understanding the implications of using different thresholds for external load metrics for men and women
*7 Adapting the training workload and recovery of female players taking account of the possible need to
balance full-time professional/academic life and football
*8 Ensuring fitness testing results are compared with contemporary female reference values
*9 Understanding player-specific injury risk factors and how to adapt training and rehabilitation
interventions accordingly
Delivery methods
*6 Discuss the pros and cons of using female-specific thresholds for external load metrics
*7 Discuss and explain how training load may need to be adjusted for top amateur female players working or
studying full time
*8 Review the most recently published data on female players and discuss the differences between male and
female players and possible implications for practice
*9 Discuss how to design and implement individualised injury risk-management programmes
5
*6 External load
External load is often measured using GPS (Global Positioning System) devices or semi-automated camera
tracking systems, which can measure both total distance and the distance covered in specific activity
categories/zones. Common qualitative descriptors for the various categories include walking, jogging, running,
high-speed running and sprinting. There are two approaches to determining the speed thresholds for each
activity: i) the use of absolute thresholds, i.e. player-independent; or ii) the use of individualised thresholds,
i.e. player specific. There are advantages to both approaches. Player-to-player comparisons are easier with
absolute thresholds; however, a more specific evaluation can be made for each player if individualised
thresholds are used.
At present, there are no universally accepted absolute thresholds for quantifying female match demands.
Some studies have opted to use the same thresholds used for male match analyses; however, this results in low
distances covered in the high-speed and sprinting zones. Meanwhile, other studies have attempted to design
‘female-specific’ thresholds, based either upon players’ physical capability, i.e. the results of fitness testing, or
the physical match demands. More recently, a number of studies have used 12.5, 19.0 and 22.5km/h as entry
criteria for high-speed running, very-high-speed running and sprinting zones. However, it is important to
consider that these thresholds have been designed based on international match data for senior players and
therefore might not be appropriate for all players.
Takeaways
• There are advantages to quantifying external load using either absolute or individualised thresholds.
• Coaches are advised to consider the cohort or individual being assessed when selecting thresholds for
activity categories, as currently there is no definitive consensus on the best approach.
Further reading
Park, L.A.F. et al. (2019). Velocity zone classification in elite women’s football: where do we draw the lines?
Science & Medicine in Football, 3(1). https://www.tandfonline.com/doi/full/10.1080/24733938.2018.1517947
*7 Dual career
Women’s football is constantly evolving and there are now many professional female players and women’s
leagues around the world. However, not all countries have professional leagues, so many players still need to
balance football with work commitments. Similarly, many younger players must balance football with academic
commitments. The combination of a playing career with work or education is known as a ‘dual career’.
Dual careers present potential challenges for female players, such as limited time, conflicting expectations,
social pressures and increased travel commitments. However, it should also be recognised that there are
benefits to a dual career, such as expanded social networks and support systems, reduced stress through
the ability to focus on different areas, a more balanced lifestyle, higher employability prospects and
increased longevity in the sport. Individualised training programmes should take account of players’ specific
commitments. It is imperative to ensure that dual career players still have sufficient time for rest and recovery,
both physical and psychological.
Pregnancy and training

Pregnancy and childbirth cause many physiological, musculoskeletal and psychological adaptations and
some of these effects can last 12 months after the birth. Consequently, it is important to consider how to
individualise returning players’ training and support programmes. Women must adapt their training activities
(reduced volume and intensity) during and after pregnancy to minimise any adverse effects on maternal
and foetal health outcomes and reduce their risk of injury. The time taken to recover from pregnancy and
childbirth will vary but, in some cases, elite players have returned to some level of physical activity less than six
weeks after the birth. However, the long-term health impacts of returning to high-impact activity too soon are
unknown.
In general, there is a lack of evidence on which to base best-practice guidelines for pregnant and post-
partum players. However, players are generally guided through this process by the experiences of medical
professionals and support staff, and a multidisciplinary approach is highly recommended.
Moderate training/exercise, even football specific, can be beneficial under strict medical supervision and if
physical contact is avoided. However, UEFA does not recommend active participation in matches, due to the
possible risks for both mother and foetus.
6
Takeaways
• Training programmes need to be individualised and considerate of dual career pathways.
• Pregnant and post-partum players need a highly specific programme designed and managed by the
multidisciplinary team.
Further reading
Jackson, T. et al. (2021). The legacy of pregnancy: elite athletes and women in arduous occupations.
Exercise and Sport Science Reviews, 50(1), 14–24. https://doi.org/10.1249/JES.0000000000000274
Dual Career Guides. The English FA.
https://www.thefa.com/news/2021/mar/10/fa-launches-dual-career-guides-20210310

lower performances when sprinting and jumping compared to their male counterparts. However, studies have
shown that the relative increase in muscle strength and hypertrophy after a period of resistance training is
similar between the sexes. It has even been postulated that women can improve their relative upper-body
strength more than their male counterparts. So, in practice, it is important to know that both men and women
can considerably increase muscle strength and size with resistance training. This is likely to also improve female
players’ ability to produce power, since muscle strength and power are correlated. In addition, the women’s
game is constantly evolving and findings from previous research in the women’s game show that physical
outputs, particularly at higher speeds, are on the increase throughout the elite club and international women’s
game (UEFA Women’s Champions League: Physical Analysis). Consequently, it is important for fitness testing
results for female players to be compared with contemporary sex-specific reference values. Fitness testing
results should be used when designing individualised training programmes.
Takeaways
capacity.
Further reading
UEFA (2022). UEFA WEURO 2022 technical report. https://www.uefatechnicalreports.com/
Datson, N. et al. (2022). Reference values for performance test outcomes relevant to English female soccer players.
Science and Medicine in Football. https://pubmed.ncbi.nlm.nih.gov/35100523/
Poehling, R.A. et al. (2021). Physical performance development in a female national team soccer program.
Journal of Science and Medicine in Sport, 24(6), 597–602. https://pubmed.ncbi.nlm.nih.gov/33390301/
*9 Injury risk factors

Knees and ankles are the most common injury sites in female players, whereas thighs are the most common
site in male players. The most burdensome injuries (time lost from training and matches) for female players
are those to the knee (mainly the ACL) and ankle ligaments and the quadriceps and hamstring muscles.
The cause of injury is often complex and affected by an interaction of different risk factors. Previous injury is
a major risk factor, with a 74% increased risk reported in youth players with a history of at least one previous
injury. Similarly, a ninefold increase in knee injuries has been reported in senior players who had previously
suffered an ACL injury. Other factors have been shown to increase the risk of lower-limb injury, including
poor lower body strength, knee malalignment, decreased knee and hip flexion angles on landing, joint
hypermobility, increased age, high training/match exposure and higher competitive level.
A higher incidence of concussion has been reported in female players, with a worse outcome and prolonged
recovery when compared to men. The reasons for this difference between the sexes are not fully established,
although less neck muscle strength, biomechanical factors and more honesty in self-reporting by female
players have been suggested. More research into the sex differences of concussion is warranted.
7
Injury risk-management strategies

As previous injury is considered the largest risk factor for sustaining an injury, it is important for the player
to complete a comprehensive recovery and rehabilitation programme to help prevent a reoccurrence.
Rehabilitation programmes generally address the injured site along with any alterations in strength,
proprioception and kinematics that might have arisen because of the injury or the time lost from training/match
play. High training or match exposure is also a risk factor for injury, and research shows a greater incidence of
injury as competition levels increase. This is of particular importance for female players who often transition
quickly through age groups, with youth players often featuring in senior teams. To minimise the risk of injury, it
is important to effectively manage match and training load for all players (particularly youth players), espeically
if they are required to compete for multiple representative teams. Where possible it is important to work with
other members of the multidisciplinary team and adopt clear communication pathways.
Where possible an individualised injury risk-management strategy should be developed in collaboration with
medical/fitness staff to supplement the commonly used exercise-based injury risk management programmes,
such as FIFA ‘11+’, Prevent Injury and Enhance Performance (PEP), Knäkontroll and Footy First.
Takeaways
• Previous injury is a major risk factor, so comprehensive recovery and rehabilitation from injuries is crucial.
• Coaches should be aware that female players may have more severe and prolonged symptoms after a
concussion than men.
• Exercise-based injury risk-management programmes have been found to reduce injury rates and should
therefore be factored into planning and preparation to ensure adequate time is dedicated to these
activities.
Further reading
Covassin, T. et al. (2016). Sex differences in reported concussion rates and time loss from participation: an update of the National Collegiate Athletic Association
injury surveillance program from 2004–2005 through 2008-2009. Journal of Athletic Training, 51(3). 189–194. https://doi.org/10.4085/1062-6050-51.3.05
Sports Medicine, 51, 423–442. https://doi.org/10.1007/s40279-020-01401-w
Randell, R. et al. (2021). Physiological Characteristics of Female Soccer Players and Health and Performance Considerations:
A Narrative Review. Sports Medicine, 51 (7), 1377–1399. https://doi.org/10.1007/s40279-021-01458-1
Vedung F. et al. (2020). Concussion incidence and recovery in Swedish elite soccer – Prolonged recovery in female players.
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957. doi:10.1111/sms.13644
Competences
• Supporting players to help them deal with the psychological demands of the game
• Supporting players with the following linked to their performance in top amateur football:
- Dealing with pressure and stress*10
- Dealing with various requirements: football, professional and private lives
- Mental training
• Developing the players’ growth mindset and its elements of learning, commitment, effort, resilience and
self-regulation
*10 Dealing with pressure and stress and developing emotional regulation and motivation for competition,
self-awareness and confidence for female players in top amateur football
Delivery methods
*10a Prepare female players to deal with stress and pressure, by offering them some coping mechanisms:
recommend stress management techniques, such as breathing exercises and relaxation
*10b Create training simulations and learning climates that support the development of emotional regulation
and self-confidence
8
Context
Some observers emphasise the supposed lack of competitiveness among female players and their difficulty
managing their stress, sometimes being incapable of facing up to difficulties, avoiding ‘uncomfortable’
situations, hiding from adversity. The cognitive–motivational–relational theory of emotions (CMRT, Lazarus,
1999) can provide insight into how individuals assess risky situations and deploy coping strategies in response.
CMRT: a theory to explain how female players adapt to stressful situations

In competitive situations, female football players assess the demands that will be imposed on them, as well
as the resources they need to respond. The perceived balance between the demands and the resources will
influence how they cope. If they perceive very high demands and a low level of resources, they are at a risk
of disengagement, i.e. not fully engaging in competition, avoiding adversity, and not fully exploiting their
potential. If they perceive that demands and resources are balanced, they deploy adaptive strategies that
are more conducive to performance: they commit to competition, find solutions to the problems faced, seek
support when necessary, etc.

To foster competitive engagement of female players, it is essential to balance their perception of demands
and resources.
• It is sometimes interesting to ‘deconstruct’ perceptions of excessive demands, rationalising them to
avoid disengagement.
• Resource perception can be tackled from two angles:
1) optimising actual resources by providing training to equip female players with the technical, tactical,
physical and mental qualities they need in competitive activity;
2) optimising perceived resources by providing training to improve their self-knowledge (in
particular their qualities) and thereby nurture their sense of competence and self-confidence.
• Similarly, it is important to help them develop effective coping strategies that they can use in
challenging situations: analysis and problem-solving, increasing effort, optimising attention, seeking
support, activation and relaxation techniques, etc.
• Finally, to enable them to develop and use their coping strategies, include competitive situations in
daily training sessions. Help them to analyse the coping strategies they use when facing difficulties and
reinforce the strategies that seem to be effective for them.
Takeaways
• The supposed lack of competitiveness in female players can be explained by a perceived imbalance
between the demands they face and the coping resources they feel they have.
• To encourage their involvement in competitive situations, reinforce their perception of resources.
• In the training they provide, coaches can help female players to develop coping strategies to deal with
pressure.
Further reading
Hanin, Y. & Hanina, M. (2009). Optimization of performance in top-level athletes: an action-focused coping approach.
International Journal of Sports. Science & Coaching, 4(1), 47–91. https://doi.org/10.1260/1747-9541.4.1.47
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
Competences
• Building a solid team ethic and winning mentality through enjoyable, positive behaviour, actions and
communication
• Understanding the importance of the right balance between players’ football, professional and private lives
• Communicating effectively within the team environment in various challenging situations involving
players, coaches or support staff
9
Competences
• Understanding the technical, tactical, physical and psychological requirements for developing and
improving performance in top amateur football*11
• Regularly integrating decision-making and problem-solving into the training sessions
*11 Understanding the technical, tactical and physical requirements for developing and improving
performance in women’s top amateur football
Delivery methods
*11a Discuss differences in the physical characteristics of male and female players and how they might
influence tactical and technical performance
*11b Debate how physical differences may influence training designed to optimise performance in the game,
e.g. direct play, attacking transitions, crosses and goal kicks (see also the ‘Knowing the players’ module)
Competences
• Understanding individual and team periodisation

• Designing weekly, monthly and seasonal plans (technical, tactical and physical) focused on the
development of the individual players and the team in top amateur football
• Planning, delivering and reviewing game-oriented tactical training sessions (opponent, pressure,
intensity) in cooperation with support staff
• Planning, delivering and monitoring individualised technical, tactical or fitness training sessions adapted
to the players’ level and stage of development
• Using appropriate modern technology
Competences
• Creating a challenging and positive learning environment for top amateur players, both on and off the
pitch*12
• Using different leadership and teaching styles appropriate to players’ levels and needs
• Coaching the team/players appropriately during training sessions
• Constantly reviewing and reflecting in order to enhance individual and team performance
*12 Creating a challenging and positive learning environment for top amateur female players that is
enjoyable and develops a competitive mindset, both on and off the pitch
Delivery methods
*12 Recommend strategies for developing challenging and positive learning environments that are
enjoyable and develop the female players’ competitive mindset
10
Competences

• Promoting the health and performance benefits of good lifestyle habits, e.g. nutrition, hydration and sleep
*13 Ensuring all aspects of women’s health (i.e. menstrual cycle, low energy availability, iron status) are
covered, highlighting potential implications for performance
Delivery methods
*13a Discuss contemporary scientific literature and the ambiguity relating to the menstrual cycle and
performance/risk of injury
*13b Discuss the pros, cons and feasibility of implementing a team-based solution for tracking the menstrual cycle
*13a Low energy availability

Menstrual cycle and performance

Throughout the menstrual cycle, there are large variations in hormone concentrations and these fluctuations
might influence performance positively or negatively. Hormonal fluctuations could provide advantageous
windows of opportunity for training adaptations or have a negative impact on an individual’s training
programme. However, research in this area is currently limited, in terms of both the quality and quantity of
articles. There is currently insufficient evidence to justify systematically modifying training programme content
to take account of menstrual cycle phases. The menstrual cycle is highly individual to each woman and, while
some players may experience disruptions in training and performance during their cycle, it is important to
remember that Olympic and World Cup winning performances have been achieved during all phases of the
menstrual cycle.
Menstrual cycle and injuries

*13a Tracking the menstrual cycle

Current recommendations regarding the menstrual cycle are that a personalised approach should be
prioritised for individual athletes. Players should track their menstrual cycle to ensure they understand cycle
length, regularity and any associated symptoms. Some players may need special attention at various stages of
their cycle, while others may not face any challenges. Communication between the player and the medical/
support staff may be important.
11
Takeaways
• Coaches should be aware that low energy availability can have serious implications for health and
performance.
• More research is needed into the impact of the menstrual cycle on performance/injury before
considering systematic modifications to training.
• Tracking the menstrual cycle is a good way to promote awareness of cycle length, regularity and
associated symptoms.
Further reading
Herzberg, S.D. et al. (2017) The effect of menstrual cycle and contraceptives on ACL injuries and laxity: a systematic review and meta-analysis. Orthopedic
Journal of Sports Medicine. 21;5(7) doi:10.1177/2325967117718781.
Randell R.K. et al. (2021). Physiological characteristics of female soccer players and health and performance considerations: a narrative review. Sports
Medicine. 51(7):1377–1399. doi:10.1007/s40279-021-01458-1.
12
Match
Competences
• Preparing individual players and the team for the best match performance in cooperation with support
staff, e.g. team selection, game plans and team talks
• Coaching effectively and positively during matches so that players can fulfil their potential
• Supporting players’ autonomy with regard to decision-making and problem-solving
• Evaluating matches in cooperation with coaching staff
Module – Match and performance analysis
Competences
• Reading and analysing the game at top amateur level based on player and team tasks including
analysing the opposing teams
• Knowing and using modern analytical tools
• Analysing the individual players’ performances in relation to their tasks and development plan
• Helping the players to evaluate their own game and adapt their behaviour during the game
Module – Playing styles
Competences
• Effectively applying different formations and styles of play in top amateur football
• Understanding the various playing positions and tasks in different playing systems
• Knowing and applying modern technical, tactical and fitness trends to the playing style
13
Assessments
• Coach
- Understanding the environment of men’s and women’s top amateur football and the importance of
having the right balance of football, professional and private lives
- Demonstrating their own football philosophy at top amateur level (level-specific characteristics)
- Using the appropriate leadership styles and coaching methodology for top amateur level
- Collaborating with coaching staff and other support staff
• Player and team

- Knowing the characteristics and needs of the players and team in top amateur football
- Building a successful team and developing the right team dynamics at top amateur level
- Developing technical/tactical/physical abilities of top amateur players
- Developing individual injury risk managment strategies specific to the player
- Planning, delivering and reviewing training sessions derived from the weekly and monthly training
programmes taking account of individual and team performance development and the basic training
principles
- Understanding the benefits and limitations of an integrated v isolated approach to fitness training
- Applying methods to promote the health and performance benefits of good lifestyle habits, e.g.
recovery, nutrition, hydration and sleep, taking into consideration any of the players’ specific needs
• Match
- Preparing the players and team for matches in top amateur football, e.g. game plan, team talk
- Coaching the team effectively and positively during matches so that the players and team can fulfil
their potential
- Analysing the performance of both the individual and team at top amateur level
• Preparing a detailed periodisation plan of selected season periods, e.g. pre-season, start of season, mid-
season, etc. as part of the overall seasonal plan
• Analysing and reviewing training sessions and matches (including opponents’ game) at top amateur
level for a period specified by the association
• Self-evaluation, reflections and the ability to adapt future planning and coaching activities at top
amateur level
• Ability to work consistently with individual players and the team on all aspects of their development in
a top amateur football environment in cooperation with coaching staff
14
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA Pro diploma
UEFA COACHING CONVENTION UEFA PRO DIPLOMA
Introduction
Finally, this guide provides a framework of UEFA Pro diploma course modules and competences
Specificities of women’s elite/professional football
• Training aimed at female elite/professional players is based on specificities identified

through the technical and tactical analysis of international competitions and the physical
or mental characteristics of female players. It is essential to know these players well.
• At this level of training and competition, it is essential to individualise the work in all areas to
optimise performance.
• These indicators are not exhaustive, but provide food for thought for coaches involved in the UEFA
Pro diploma course so that they can take account of women’s characteristics and the work still to
be done in the technical, tactical, fitness and mental areas to make female players even better.
2
Professional coach
Competences
• Understanding the coach’s role in professional football
• Creating a positive environment for high performance
• Being demanding, professional and flexible, but willing to compromise if needed, in a high-performance
environment (balance)
• Maintaining positive behaviour on and off the pitch
• Embracing appropriate values regarding the spirit of the game, sports ethics and doping
Competences
• Applying the club’s vision of football while respecting the players’ social and private lives
• Coaching the team/players in a manner appropriate to their ages, experience and stages of
development*1
• Promoting a performance development approach, while focusing on the importance of winning
• Understanding and analysing how technology can be used to monitor and manage individual players’
physical loads during training and matches

*1 Adapting management and quality coaching to women’s elite/professional level
Delivery methods
*1 Discuss how to adapt the management and quality coaching at women’s elite/professional level to take
the characteristics of female players into account (sensitivity, social functioning)
Module – Leadership
Competences
• Demonstrating leadership, management and quality coaching at professional level
• Applying the various teaching, learning and leadership styles (coaching models)
• Having a clear understanding of the needs of individual professional players and respecting their private lives
• Managing the awareness of players’ lifestyles and positive public images
• Taking tough decisions in order to reach the right conclusion
• Managing the impact of the media
Competences
• Collaborating effectively with coaching staff in the development and the performance process, e.g.
assistant coach, goalkeeper coach, fitness coach and team doctor
• Working with staff involved in identifying talent, scouting and selecting professional players
• Contributing to, supporting and applying the team’s technical policy based on the club policy
• Supporting and playing an active role in the club’s CSR policy, e.g. social interactions with local
stakeholders and club’s social responsibility projects
• Dealing with various factors influencing player and team performance, e.g. the club board, players’
families, media and supporters
• Understanding the importance of collaborating with the media in a positive and effective way in
relation to the whole professional game environment: how, what, why and when?
3
Player and team
Competences
• Understanding the characteristics and needs of professional players*2

• Setting and constantly reviewing goals for individual players according to their technical/tactical/physical
ability and the psychological demands of professional football*3
• Involving the players in the process of setting and constantly reviewing goals (stimulating self-regulation)
• Understanding the characteristics of young, high-potential players and helping them integrate into the
professional team and a result-based environment*4
• Using the various evaluation and reflection methods and feedback techniques to effectively guide players
through their individual development process
• Motivating and inspiring players at professional level
• Preparing the players to deal with stress and pressure
*2 Knowing the characteristics and needs of elite/professional female players
*3 Using female player profiles to create individual goals for players according to their technical, tactical,
mental and physical abilities
*4 Understanding the specificities of young female players to optimise their integration into the elite or
professional team
Delivery methods
*2 Describe the specific needs of female elite/professional players
*3 Based on the specific player needs identified in *2, discuss goal-setting practice sessions suitable for
female players
*4a Describe the needs of young high-potential female players
*4b Discuss how individual players’ needs influence integration strategies
Competences
Building a successful team and developing the right team dynamics at professional level by involving players in
the following aspects*5:
• Clarifying the various social roles within the group
• Motivating, inspiring and creating an enjoyable environment
• Managing disappointments and conflicts
*5 Understanding the social functioning of female players when managing disappointments and conflicts
and how this impacts team dynamics
Delivery methods
*5 Use the information from *2, *3, and *4 to describe how to build a successful female team
4
Context
The importance of relational factors in performance is often emphasised. These can be used to explain the
performance or non-performance of women’s football teams. At the highest level, it is therefore important
for coaches to be aware of the impact of human relationships and maintain a atmosphere and group life that
promotes performance.

• Develop and prioritise the quality of human relationships within the performance project
• Organise team-building activities or appoint a group life manager to maintain the group’s social cohesion
• On and off the field, develop the players’ operational cohesion with problem-solving tasks
• Do not let conflicts develop; encourage the regular expression of feelings and resentments to ensure the
day-to-day well-being of the group
• Encourage a leadership style that shares responsibilities and relies on and values the specific skills of
each player, to create a group dynamic
Further reading
Carron, A. V., Colman, M. M., Wheeler, J. & Stevens, D. (2002). Cohesion and performance in sport: A meta-analysis.
Journal of sport and exercise psychology, 24(2), 168–188. doi: https://doi.org/10.1123/jsep.24.2.168
Fransen, K., Van Puyenbroeck, S., Loughead, T. M., Vanbeselaere, N., De Cuyper, B., Broek, G. V. & Boen, F. (2015).
Who takes the lead? Social network analysis as a pioneering tool to investigate shared leadership within sports teams. Social networks, 43, 28–38. doi:
https://doi.org/10.1016/j.socnet.2015.04.003
Competences
• Applying individualised load-management strategies, utilising contemporary technologies (e.g.

player tracking, heart-rate monitoring and wellness surveys), in collaboration with multidisciplinary
practitioners to produce an effective, safe and balanced physical load at elite/professional level*6
• Planning, delivering and reviewing team (integrated) and individual (isolated) field-based and gym
fitness training sessions in cooperation with support staff, taking account of the physical goal of the
session, expected physical load, appropriate content, exercises and recovery
• Using fitness tests to assess players’ adaptation to training and readiness to perform, and demonstrating
an ability to interpret test results*7
• Collaborating and communicating with medical and key performance staff to design and apply
strategies for individualised injury risk management, rehabilitation, return to exercise, return to
training, return to play and readiness to perform*8
*6 Adapting and individualising the training workload, frequency, duration and recovery of female players
taking account of the possible need to balance full-time professional/academic and private life and football
*7 Ensuring both team and individualised fitness test protocols are conducted at appropriate times, with
results being compared to contemporary elite/professional female reference values
*8 Identifying player-specific injury risk factors, adopting a multidisciplinary approach and personalising
training interventions accordingly
Delivery methods
*6 Discuss and explain how the training load may need to be adjusted and individualised for female players
to take account of full-time professional/academic and private life and football
*7 Review the most recently published data on female players and discuss the differences between male and
female players and possible implications for individualised training programme design
*8 Discuss how the multidisciplinary team should communicate and work together to design and
implement individualised injury prevention programmes
5
*6 Training and recovery

Training and recovery should be individualised for each player based on their specific situation. In female
players this should be a particular point of focus as there is often more disparity than between male players
because of differences in training history and current training workloads due to difference in part-time/full-
time set-ups.
Dual career
leagues around the world. However, not all countries have professional leagues, so many players still need
to balance football with work commitments. Similarly, many younger players must balance football with
academic commitments. The combination of a playing career with work or education is known as a ‘dual
career’.
Dual careers present challenges for female players, such as limited time, conflicting expectations, social
pressures and increased travel commitments. However, it should also be recognised that there are benefits
to a dual career, such as expanded social networks and support systems, reduced stress through the ability to
focus on different areas, a more balanced lifestyle, higher employability prospects and increased longevity
in the sport. Individualised training programmes should take account of players’ specific commitments. It is
imperative to ensure that dual career players still have sufficient time for rest and recovery, both physical and
psychological.
Pregnancy and childbirth cause many physiological, musculoskeletal and psychological adaptations and
some of these effects can last 12 months after the birth. Consequently, it is important to consider how to
individualise returning players’ training and support programmes. Women must adapt their training activities
(reduced volume and intensity) during and after pregnancy to minimise any adverse effects on maternal
and foetal health outcomes and reduce their risk of injury. The time taken to recover from pregnancy and
childbirth will vary but, in some cases, elite players have returned to some level of physical activity less than six
weeks after the birth. However, the long-term health impacts of returning to high-impact activity too soon are
unknown.
Moderate training/exercise, even football specific, can be beneficial under strict medical supervision if physical
contact is avoided. However, UEFA does not recommend active participation in matches, due to the possible
risks for both mother and foetus.
Takeaways
• Training programmes and recovery need to be individualised and considerate of dual career pathways
multidisciplinary team
Further reading
Exercise and Sport Science Reviews, 50(1), 14–24. https://doi.org/ 10.1249/JES.0000000000000274
6

strength more than their male counterparts. So, in practice, it is important to know that both men and women
can considerably increase muscle strength and size with resistance training. This is likely to also improve female
players’ ability to produce power, since muscle strength and power are correlated. In addition, the women’s
game is constantly evolving and findings from previous research show that physical outputs, particularly at
higher speeds, are on the increase throughout the elite club and international women’s game (UEFA Women’s
Champions League: Physical Analysis). Consequently, it is important for fitness testing results for female players
to be compared with contemporary sex-specific reference values. Fitness testing results should be used when
designing individualised training programmes.
Takeaways
capacity.
Further reading
Datson, N. et al. (2022). Reference values for performance test outcomes relevant to English female soccer players.
Science and Medicine in Football. https://pubmed.ncbi.nlm.nih.gov/35100523/
Poehling, R.A. et al. (2021). Physical performance development in a female national team soccer program.
Journal of Science and Medicine in Sport, 24(6), 597–602. https://pubmed.ncbi.nlm.nih.gov/33390301/

site in male players. The most burdensome injuries (time lost from training and matches) for female players are
those to the knee (mainly the ACL) and ankle ligaments and the quadriceps and hamstring muscles.
a major risk factor, with a 74% increased risk reported in youth female players with a history of at least one
previous injury. Similarly, a ninefold increase in knee injuries has been reported in senior players who had
previously suffered an ACL injury. Other factors have been shown to increase the risk of lower-limb injury,
including poor lower body strength, knee malalignment, decreased knee and hip flexion angles on landing,
joint hypermobility, increased age, high training/match exposure and higher competitive level.
although less neck muscle strength, biomechanical factors and more honesty in self-reporting by female players
have been suggested. More research into the sex differences of concussion is warranted.

proprioception and kinematics that might have arisen because of the injury or the time lost from training/
match play. It is important to recognise the importance of all members of the multidisciplinary team in the
return to play milestones. The programme is normally run by the medical staff and physical trainer and
supported by sports psychology and sports nutrition practitioners.
7
High training or match exposure is also a risk factor for injury, and research shows a greater incidence of injury as
competition levels increase. This is of particular importance for female players who often transition quickly through
age groups, with youth players often featuring in senior teams. To minimise the risk of injury, it is important to
effectively manage match and training load for youth players, particularly if they are required to compete for
multiple representative teams. It is important to adopt a multidisciplinary approach to the management of match
and training load, with clear communication pathways between technical, medical and fitness staff.
At the professional/elite level, a more individualised injury risk-management strategy should be developed in
collaboration with medical/fitness staff to supplement the commonly used exercise-based injury risk management
programmes, such as FIFA ‘11+’, Prevent Injury and Enhance Performance (PEP), Knäkontroll and Footy First.
Takeaways
• Previous injury is a major risk factor, so comprehensive recovery and rehabilitation from injuries is crucial.
• A multidisciplinary approach to rehabilitation and training/match load management is advised.
• An individualised risk management strategy should be designed in collaboration with medical/fitness staff.
Further reading
injury surveillance program from 2004–2005 through 2008–2009. Journal of athletic training, 51(3). 189–194. https://doi.org/10.4085/1062-6050-51.3.05
López-Valenciano, A. et al. (2021). Injury profile in women’s football: a systematic review and meta-analysis. Sports Medicine, 51, 423–442.
https://doi.org/10.1007/s40279-020-01401-w
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957doi:10.1111/sms.13644.
Competences
• Supporting players to help them deal with the psychological demands of the game
• Supporting players with the following linked to their performance in professional football:
- Dealing with pressure and stress
- Dealing with various requirements: balancing professional football and private lives*9
- Mental training*10
• Developing the players’ growth mindset and its elements of learning, commitment, effort, resilience and
self-regulation

*9 Recognising how female players’ additional roles (motherhood, job or studies) impact their availability
for training
*10 Providing mental training with a special focus on individualisation, stress management and dealing with
pressure
Delivery methods
*9 Explain the additional roles (motherhood, job or studies) and how to adapt training and planning to the
individual player
*10 Give individual female players support to help them develop specific mental abilities, by providing tools
for stress management and dealing with pressure
Context
Female players at this level of the game have been trained to be aware of the mental approach and have learned
to optimise their mental skills. So, at this level, female players need help to optimise and individualise mental
training so that they are better equipped to maintain or develop motivation, concentration, confidence, etc.
8
Psychological factors involved in performance in elite level women’s football

Even though it is widely accepted that mental strength is highly important for athletes to succeed, the main
body of football literature focuses on analytical, technical, physiological, and injury-related parameters, and
specifically in men’s football. To address this lack of information, a recent meta-analysis of several studies
(Pettersen et al., 2021) identified factors connected with performance in women’s football. The results showed
that higher level female players tended to score higher on psychological factors, such as mental toughness,
conscientiousness and executive functions. Higher level female players also had lower anxiety, greater
enjoyment and a better perceived mastery climate.
The study concludes that women’s football training programmes need to include interventions that develop
these aspects. In the following section, we will provide practical advice, tools and situations that coaches can
use to meet this objective of individualising and optimising mental skills in higher level women’s football.

• Carry out individual interviews as reflexive spaces focused on football involvement, taking account of
the uniqueness of each player and supporting the performance project.
• Develop/maintain self-awareness to promote the player’s self-regulation in their performance project.
• Support the goal-setting and the self-evaluation of the short/medium/long-term objectives to guide the
performance project.
• Adapt the mental preparation tools (psycho-physical techniques, stress and attention management) to
the profile and needs of the individual player.
• Use competitive situations in daily training sessions to develop adaptation strategies (technical, tactical,
physical, mental) and a winning mindset.
Takeaways
• At this level, players need individualised psychological support that meets their needs and the demands
of the elite game.
• Players who have been taught the mental approach must now become expert at using mental tools.
• Recent research has highlighted the roles of five psychological factors for high-level performance in
women’s football: mental toughness, motivational climate, executive functions, conscientiousness and
low anxiety.
• Coaches can act during and outside of training sessions to develop these different psychological factors.
Further reading
Kristjánsdóttir, H., Jóhannsdóttir, K. R., Pic, M. & Saavedra, J. M. (2019). Psychological characteristics in women football players:
Skills, mental toughness, and anxiety. Scandinavian Journal of Psychology, 60(6), 609–615. https://doi.org/10.1111/sjop.12571
Pettersen, S. D., Adolfsen, F. & Martinussen, M. (2021). Psychological factors and performance in women’s football:
A systematic review. Scandinavian Journal of Medicine & Science in Sports. https://doi.org/10.1111/sms.14043
Competences
• Integrating different cultures (languages) into a professional team environment with a focus on social
cohesion
• Building a solid team ethic and winning mentality through enjoyable, positive behaviour, actions and
communication
• Understanding the importance of the right balance between players’ professional football and private lives
• Communicating effectively within the team environment in various challenging situations involving
players, coaches or support staff
9
Competences
improving performance in professional football*11
*11 Understanding the technical, tactical, physical and psychological requirements for developing and
improving performance in elite/professional women’s football: adapting the training set-up/organisation
(space, time and intensity) to simulate the demands of the elite game in the daily training sessions and
develop a winning mindset
Delivery methods
*11 Using the information in *6, recommend how training sessions and match tactics should be adapted to
the needs of female players: adapting the training set-up/organisation (space, time and intensity) to
simulate the demands of the elite game in the daily training sessions to develop a winning mindset
Competences

• Designing weekly, monthly and seasonal plans (technical, tactical and physical) focused on the
development of the individual players and the team in professional football*12
• Planning, delivering and reviewing game-oriented tactical training sessions (opponent, pressure,
intensity) in cooperation with support staff
• Planning, delivering and monitoring individualised technical and tactical training sessions adapted to
the players’ level and stage of development, e.g. young high-potential players
• Using appropriate modern technology to manage, analyse and evaluate the training process
• Creating a challenging and positive learning environment for professional players, both on and off the pitch
• Using individual and collective feedback sessions to enhance the efficiency of the training process
*12 Understanding and planning for the needs of individual female players to take account of their personal
situation, whether full-time professional or not
Delivery methods
*12a Know the characteristics and needs of elite/professional female players
*12b Prepare weekly, monthly and seasonal plans for female players at elite/professional level
*12c Assess how these characteristics impact training and match application
10
Module – Learning climate
Competences
• Creating a challenging and positive learning environment for professional players, both on and off the pitch
• Using individual and collective feedback sessions to enhance the efficiency of the training process*13
*13 Using individual and collective feedback sessions (individual interview and goal-setting) to enhance the
efficiency of the training process
Delivery methods
*13 Taking *3, *4a/b and *10 into consideration, recommend how to conduct appropriate goal-setting
interventions
Competences

• Applying a multidisciplinary approach to support good lifestyle strategies for player health and
performance, e.g. nutrition, hydration and sleep
*14 Ensuring a multidisciplinary approach to all aspects of women’s health is adopted, highlighting potential
implications for performance, i.e. menstrual cycle, low energy availability, iron status
Delivery methods
*14a Discuss contemporary scientific literature and specifically highlight the ambiguity relating to the
menstrual cycle and performance/risk of injury
*14b Discuss strategies and tools for tracking individuals’ menstrual cycles and potential implications for training

numerous health and performance deficiencies as well as an increased risk of injury. It is important for the
nutritionist to work closely with the fitness staff to ensure that the nutrition strategies are appropriate to the
training/match schedule.
11

programme. This might be especially applicable in professional/elite environments where there may be
opportunities to train players individually or in small groups based on menstrual cycle phases or symptoms.
However, research in this area is currently limited, in terms of both the quality and quantity of articles. There is
currently insufficient evidence to justify systematically modifying training programme content to take account
of menstrual cycle phases. The menstrual cycle is highly individual to each woman and, while some players
may experience disruptions in training and performance during their cycle, it is important to remember that
Olympic and World Cup winning performances have been achieved during all phases of the menstrual cycle.

evidence is weak. It could be useful for professional/elite clubs to individually track injury incidence in relation
to menstrual cycle phase to help provide more understanding in this area. Well-balanced training programmes
with a lot of variety, especially when they consistently include knee-stability exercises, are best at reducing
injury risk in female players regardless of their menstrual cycle phase.
*14b Tracking the menstrual cycle

prioritised for individual athletes. Players or medical/support staff should track their menstrual cycle to
ensure they understand cycle length, regularity and any associated symptoms. Some players may need special
attention at various stages of their cycle, while others may not face any challenges. Communication between
the player and the medical/support staff may be important. Menstrual cycles can be tracked using pen and
paper or a smartphone application. Some apps provide the ability to track a complete team/squad, which may
be useful for medical/support staff.
Takeaways
performance.
• Nutritionists and fitness staff should work together to provide suitable nutrition strategies so that
players’ energy intakes match the demands of training/competition.
Further reading
Herzberg, S.D. et al. (2017) The effect of menstrual cycle and contraceptives on ACL injuries and laxity: a systematic review and meta-analysis.
Orthopedic Journal of Sports Medicine. 21;5(7) doi:10.1177/2325967117718781.
Parker, L.J. et al. (2022). An audit of hormonal contraceptive use in Women’s Super League soccer players; implications on symptomology.
Science & Medicine in Football. 6: 153–158 https://doi.org/10.1080/24733938.2021.1921248
Randell R.K. et al. (2021). Physiological characteristics of female soccer players and health and performance considerations: a narrative review.
Sports Medicine. 51(7):1377–1399. doi:10.1007/s40279-021-01458-1
Schantz, J.S. et al. (2021). Menstrual cycle tracking applications and the potential for epidemiological research: a comprehensive review of the literature.
Current Epidemiology Reports. 8:9–19
12
Match
Competences
• Reading and analysing the game at professional level based on player and team tasks including
analysing the opposing teams*15
• Knowing and using modern analytical tools before, during and after the match
• Analysing the individual players’ performances in relation to their tasks and development plan
• Helping the players to evaluate their own game and adapt their behaviour during a match
• Analysing and evaluating matches in relation to the team performance (tasks) in cooperation with the
performance staff, to deliver reality-based feedback sessions and enhance the efficiency of the training
process
*15 Reading and analysing the game at women’s elite/professional level based on players’ and team tasks,
including analysing the opposing teams and the major international women’s competitions
Delivery methods
*15a Identify the specificities of the women’s game at elite/professional level
*15b Discuss how these specificities influence training and seasonal plans identified in *10
Competences
• Effectively applying different formations and styles of play in professional football*16

• Understanding the various playing positions and tasks in different playing systems
• Knowing and applying modern technical, tactical and fitness trends to the playing style
*16 Effectively applying different formations and styles of play in elite/professional women’s football
Delivery methods
*16 Taking account of all the characteristics of women’s football, debate about team formations and styles of
play at the elite/professional level of women’s football
Competences
• Preparing individual players and the team for the best match performance in cooperation with support
staff, e.g. team selection, game plans, team talks, etc.
• Coaching effectively and positively during matches so that players can fulfil their potential
• Evaluating matches in cooperation with coaching staff
13
Assessments
• Professional coach
- Understanding the professional football environment and the importance of having the right
balance between professional and private lives
- Demonstrating their own football philosophy at professional level (level-specific characteristics)
- Using the appropriate leadership styles and coaching methodology at professional level
- Being able to take tough decisions when needed in order to reach the right conclusion
- Collaborating with, managing and leading the coaching and multidisciplinary staff
- Demonstrating an understanding of how to effectively manage upwards, e.g. club owner, club
board, technical director
- Collaborating with the media in a positive and effective way related to the whole environment of
the professional game
• Player and team

- Knowing the characteristics and needs of the players and team in professional football
- Building a successful team and developing the right team dynamics at professional level
- Developing professional players’ technical/tactical/physical abilities
- Planning, delivering and reviewing training sessions derived from the weekly and monthly training
programmes based on the match analysis of individual and team performance
- Using appropriate modern technology to manage, analyse and evaluate the training process
- Understanding the benefits of an integrated v isolated approach to fitness training
- Applying good lifestyle strategies, e.g. regeneration, nutrition, hydration, sleep
- Understanding and applying injury risk management, rehabilitation, return to exercise, return to
training, return to play and performance strategies
• Match
- Preparing the players and team for matches in professional football, e.g. game plan, team talk
- Coaching the team effectively and positively during matches so that the players and team can fulfil
their potential
- Analysing the performance of both the individual and team at professional level
• Preparing a detailed periodisation plan of selected season periods, e.g. pre-season, start of season, mid-
season, etc. as part of the overall seasonal plan
• Analysing and reviewing training sessions and matches (including the opponents’ game) at professional
level for a period specified by the association
• Self-evaluation, reflections and the ability to adapt future planning and coaching activities at
professional level
• Ability to work consistently with individual players and the team on all aspects of their development in
a professional football environment, in cooperation with coaching staff and support staff
Presentation of a thesis based on the student’s personal development plan
14
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA Youth B Diploma
UEFA COACHING CONVENTION UEFA YOUTH B DIPLOMA
Introduction
The UEFA diploma syllabuses adopt a competence-based approach to education. This entails creating
student-centred and output-focused qualifications, i.e. based on the occupational profile, required
competences and relevant learning outcomes. This is a move away from the traditional teacher-centred
and input-focused style, which is knowledge, content and workload driven.
These guides have been designed to help national associations create UEFA diploma courses that lead to
integrated and coherent qualifications.
The aim is not to dictate how national associations should develop their UEFA diploma courses. To the
contrary, we offer a menu of evidence-based options derived from best practices. We hope that national
associations will draw on these to design qualifications that fit the needs of their football coaches.
Professional judgement based on the association’s own experience, expertise and local knowledge is not
only encouraged but central to this process.
Finally, this guide provides a framework of UEFA Youth B diploma course modules and competences
(including specifically women’s football competences), delivery methods and samples of ready-to-use
content that national associations can draw on when developing their curriculum.
Specificities of female youth football players transitioning from the grassroots or amateur level to the
elite level
• Training aimed at female youth players at national and regional amateur level is based on the concept
of fun, the needs of the individual and creating a culture of learning. At this grassroots level, work
should focus on developing players’ physical literacy and their fundamental movement skills. These
areas should be developed with players’ physical, mental and emotional maturity in mind and include
group and team work. It is essential to know these players and their practice and recovery conditions.
• At this level of training and competition, it is essential to adopt a player-centred approach and apply
basic coaching skills while understanding the importance of interventions to support long-term player
development, motivation and engagement for both individuals and groups.
• These indicators are not exhaustive but provide food for thought for coach educators and coaches
involved in the UEFA Youth B diploma course.
2
Development coach
Competences
• Understanding the role of a development coach*1

• Remaining positive in all aspects of behaviour on and off the pitch
• Creating a positive learning environment and a clear understanding of what makes a skilful
performance*2
*1 Understanding the role of a development coach working with female players
*2 Understanding the specificities of skilful performance in female players
Delivery methods
*1a Identify the changes that young male and female players experience during maturation
*1b Discuss the impact that these changes have on practice and match days
*2 Based on the discussion in *1, suggest how this information can influence the creation of a positive
matchday environment
Competences
• Understanding the various teaching and learning styles (coaching models), and how to work across the
coaching continuum
• Coaching the team/players in a manner appropriate to their age group, with a clear understanding of
how to manage differences within the group*3
• Promoting a performance development approach rather than focusing on winning
*3 Coaching female teams/players taking account of the specificities, positional and team differences
Delivery methods
*3a Considering the knowledge generated in *1, list the specificities between male and female footballers
in the same playing position (physical, technical, tactical, psychological, social)
*3b Discuss why there are greater differences within women’s teams than men’s teams
Competences
• Communicating effectively with coaching staff and other support staff within the development process
• Communicating with parents and involving them in the players’ development process
3
Player
Competences
• Setting, agreeing and constantly reviewing goals for individual players according to ability and biological,
calendar and training age*4
• Setting and constantly reviewing goals for teams of different genders, ages and abilities*5
*4 Understanding the potential impact of growth and maturation on goal-setting for individual players
*5 Understanding the potential impact of individual player maturation on team goals
Delivery methods
*4a Consider the specifics of maturation (e.g. menstrual cycle, changes in body composition) identified in *1
and *7
*4b Discuss the physical, technical, social and psychological impacts of goal-setting on female players
*5 Consider the impacts of differing maturation phases on team goals and performance
Module – Talent identification and recruitment
Competences
• Understanding how to identify potential talent*6

• Understanding what constitutes a talented player
• Continually promoting the club’s talent development plans
• Contributing to and supporting the club’s talent development programme
• Cooperating with everyone involved in the talent identification process
*6 Understanding the specificities of talented male and female players and the impact of maturation
(talent bias)
Delivery methods
*6 Define and discuss what makes male and female players talented
4
Competences
• Understanding the complexities of growth and maturation and their effects on physical performance*7
• Designing safe and effective daily training sessions and weekly training plans, taking account of basic
training principles, different stages of maturation, physical load, warm-up, prehab exercises and
recovery*8a
• Understanding injury risk-management strategies*8b
• Contrasting the benefits and limitations of integrated v isolated approaches to fitness development to
ensure that training time is used effectively to optimise all aspects of performance
• Using basic fitness tests for appropriate profiling and to monitor growth and development*9
*7 Understanding how physical maturation differs between male and female players
*8a/b Being aware that weekly training load and injury risk-management strategies may need to be adapted
to meet the differing needs of male and female youth players
*9 Understanding potential differences in fitness training outcomes between male and female youth players
and ensuring fitness test results are compared to contemporary elite female youth reference values
Delivery methods
*7 Discuss the differences in physical maturation between male and female players and the possible
implications for performance
*8a/b Discuss how a training plan and injury risk-management strategies for female and male youth players may
differ at different ages
*9 Discuss how fitness training outcomes may differ between male and female youth players and review
the most recently published data on female youth players
*7 Maturation
average maturer (10–13 years) or late maturer (> 13 years). Understanding the maturity status of a player may
be useful when assessing or judging an individual’s potential. Early or average maturers may demonstrate
greater levels of speed, strength and power compared to their late maturing counterparts.
The amount an individual grows per year can be depicted by growth velocity curves. Girls usually have a period
of rapid growth, termed peak height velocity, between the ages of 10 and 13 years, that occurs a year or two
later in boys. During peak height velocity, a child can experience growth of up to 9cm; however, girls generally
grow no more than 5cm after menarche (onset of menstruation). During peak height velocity, there is an
increase in skeletal growth, which happens prior to muscle and tendon growth. As a result, there is a ‘stretching’
of soft tissue structures and consequently the player is at an increased risk of injury. During this time, players
can also suffer from a phenomenon termed ‘adolescent awkwardness’, due to possible reductions in general
flexibility, balance, coordination, strength and power generation. It is important to be aware when a player is
experiencing peak height velocity, to ensure physical assessments, (i.e. movement screening or fitness testing), are
contextualised against the physical growth that the player is undergoing at that time.
Takeaway
• Coaches need to be aware that all players will grow and develop at different rates, and an awareness of
a player’s maturation stages should be considered when designing training sessions and making player
selection decisions.
Further reading
Malina, R. et al. (2004). Growth, Maturation and Physical Activity. Champaign, Illinois: Human Kinetics.
Lloyd, R.S. and Oliver, J.L. (2012). The youth physical development model: a new approach to long-term athletic development.
Strength and Conditioning Journal, 34(3), 61–72. https://doi.org/10.1519/SSC.0b013e31825760ea.
5
*8a Dual career

Younger players need to balance football with academic commitments. The combination of a playing career
with education is known as a ‘dual career’. Dual careers can present challenges for female players, such as
limited time, conflicting expectations, social pressures and increased travel commitments. However, it should
also be recognised that there are benefits to a dual career, such as expanded social networks and support
systems, reduced stress through the ability to focus on different areas, a more balanced lifestyle, higher
employability prospects and increased longevity in the sport. Personalised training programmes should take
account of players’ specific commitments. Many younger players are also asked to represent multiple teams,
i.e. the club, school or national team. It is imperative to ensure that young players’ training and match loads
are managed appropriately to ensure they still have sufficient time for rest and recovery, both physical and
psychological.
Further reading
*8b Injury risk factors

In female youth players, time-loss injuries are most frequently sustained in the lower limb, with the ankle,
knee and hip/groin being the most common injury sites. The cause of injury is often complex and affected by
an interaction of different risk factors. Previous injury is a major risk factor, with a 74% increased risk reported
in youth players with a history of at least one previous injury. Similarly, a ninefold increase in knee injuries has
been reported in senior players who had previously suffered an ACL injury. Other factors have been shown
to increase the risk of lower-limb injury, including poor lower body strength, knee malalignment, decreased
knee and hip flexion angles on landing, joint hypermobility, increased age, high training/match exposure and
higher competitive level.

match play.
High training or match exposure is also a risk factor for injury, and research shows a greater incidence of
injury in older age groups (U16) compared to younger age groups (U10–U12). This is of particular importance
for female players as they may be playing in older age groups. To minimise the risk of injury, it is important to
effectively manage match and training load for youth players, particularly if they are required to compete for
multiple representative teams.
Where possible, an individualised injury risk-management strategy should be developed to supplement the
commonly used exercise-based injury risk management programmes, such as FIFA ‘11+’, Prevent Injury and
Enhance Performance (PEP), Knäkontroll and Footy First.
Takeaways
• Previous injury is a major risk factor, so comprehensive recovery and rehabilitation from injuries is
crucial.
concussion compared to males.
• Training and match loads need to be managed effectively, especially if youth players are competing for
multiple representative teams.
• Exercise-based injury risk-management strategies have been found to reduce injury rates and should
therefore be factored into planning and preparation to ensure adequate time is dedicated to these
activities.
6
Further reading
Beech, J. et al. (2022). The incidence and burden of injuries in elite English youth female soccer players.
Science and Medicine in Football. https://doi.org/10.1080/24733938.2022.2051730
A Narrative Review. Sports Medicine, 51 (7), 1377–1399. https://doi.org/10.1007/s40279-021-01458-1.
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957. doi:10.1111/sms.13644.
*9 Physical differences between male and female youth players

Prior to puberty, boys and girls follow similar patterns of development in terms of growth and maturation.
Strength, speed, power, endurance and coordination develop at similar rates for both sexes throughout
childhood. For this reason, both boys and girls can follow similar training programmes during the
prepubescent years, with a focus on functional movement skills, strength, speed and agility. Physical
differences between boys and girls become more pronounced after puberty. Female players often have less
total and lean body mass, a higher proportion of body fat, and a smaller muscle fibre cross-sectional area.
These differences between the sexes translate to differences in physical performance. Research has shown that
female players generally have lower endurance and exhibit lower performances when sprinting and jumping
compared to their male counterparts. These physical differences between male and female footballers have
potential technical/tactical implications. For example, a female goalkeeper may not be able to distribute
the ball as far as a male goalkeeper, and this needs to be taken into account by the coach and player when
developing tactical plane.
The physical development of female youth players has been shown to be non-linear and young players can
experience ‘adolescent awkwardness’ during growth and maturation. It is therefore important for physical
assessments of youth players to be seen in the context of the player’s physical growth at that time. In addition,
the women’s game is constantly evolving and findings from previous research in the women’s game show that
physical outputs, particularly at higher speeds, are increasing across the elite club and international women’s
game (UEFA Women’s Champions League: Physical Analysis). Consequently, it is important for fitness testing
results for female players to be compared with contemporary sex-specific reference values for their maturity
status. Fitness testing results should be used when designing personalised training programmes.
Takeaways
• Physical differences exist between male and female youth players that result in differences in physical
performance capacity.
• Physical assessments in youth players should be seen within the context of the player’s physical growth.
Further reading
Emmonds, S. et al. (2020). Physical characteristics of elite youth female soccer players characterised by maturity status.
Journal of Strength and Conditioning Research, 34(8), 2321–2328. https://doi.org/10.1519/JSC.0000000000002795.
Competences
• Applying basic tools and methods to build players’ confidence and self-esteem
• Understanding the impact that maturation and relative age may have on the mindset of individual
players*10
• Awareness of outside influences, such as parental pressure, agents and social drugs, that give rise to
negative behaviour and have implications for individual and team performance
• Developing players’ growth mindset, including curiosity, learning, commitment, effort, resilience and
self-regulation*11
7
*10 Supporting the development of mental skills, particularly concentration, which is an important process
during the maturation of female players
*11 Setting up a quality learning climate to meet the players’ basic needs to maintain their long-term
participation in football
Delivery methods
*10 Include situations in training sessions that will help them to develop concentration skills
*11 Know how to assess the level of satisfaction of basic needs (autonomy, competence, relatedness) that
encourage female players to make a lasting commitment to football
Context
Young female footballers often live in environments where they are a minority and are not always socially
valued. Their motivation to commit long-term to the game can be hindered by various obstacles that must be
removed to improve the motivational climate. Beyond their motivation, young female players must also hone
the attentional skills that are essential for their progress.
Promote motivation among young female footballers using the basic needs theory (BNT)
BNT (Ryan and Deci, 2000) proposes that humans function and develop effectively as a consequence of
the social environment and its potential for basic need satisfaction. According to this theory, humans have
three basic psychological needs: autonomy, competence and relatedness. The inherent need for autonomy is
fulfilled when people perceive that they are the origin of their choices and decisions. Competence concerns
an individual’s need to feel a sense of mastery through effective interaction within their environment.
Relatedness corresponds to feeling securely attached to and being respected by significant others. In a sports
context, the satisfaction of these psychological needs can enhance positive emotional and physical experiences
and thereby promote a long-term motivation to engage in the physical activity.
Coach’s role in meeting female players’ basic needs

The coach can be considered to be the closest contact for all athletes on a team and the coach consequently
plays a key role in nurturing their three basic needs. To achieve this, they should foster environments for youth
players that:
• enable them to feel autonomous and in control of their training and progress;
• enable them to feel competent in the face of stimulating but realistic challenges so that they taste success;
• promote group cohesion (on and off the pitch) and reinforce the feeling of relatedness.
Develop young female players’ concentration

Concentration is essential to quality learning. It enables players to understand and assimilate instructions,
maintain attention and involvement throughout the exercises, and gradually develop more complex executive
functions (flexibility, decision-making, inhibition, etc.). To support the development of player concentration, it
is important to:
• set objectives that focus players’ attention on two or three essential components of a task;
• clarify and limit the number of success criteria in each exercise;
• be aware that concentration is limited in time: it is not possible to require the same level of attention
throughout training sessions;
• define times and spaces where a high level of attention is required, e.g. define a particular area on the
field where the coach gives instructions; whenever players enter this area, they know they must pay
close attention;
• help young female athletes identify their distractors and the warning signs of a decline in their
attention so that they can react effectively.
8
Takeaways
• Motivation is one of the first mental skills that our attention needs to focus on because it stimulates
commitment to a long-term sporting career.
• To support the motivation of young female footballers, nurture their need for autonomy, competence
and relatedness.
• Young female players’ progress will be largely influenced by their ability to concentrate.
• Concentration can be developed by setting goals, knowing distractors, creating training-specific
situations, etc.
Further reading
Ryan, R.M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American
Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Howland, J. M. (2007). Mental skills training for coaches to help athletes focus their attention, manage arousal, and improve performance in sport.
Journal of Education, 187(1), 49–66.https://doi.org/10.1177/002205740718700105
Competences
• Building a strong team ethic through positive behaviour, actions and communication*12
• Communicating effectively with different players, people and support staff in various situations to
continually monitor players’ progress
• Understanding the complexities of social media and the impact on youngsters
*12 Understanding the social needs and changing attachment of male and female players
Delivery methods
*12 Discuss how socialisation and peer group size outside of football impacts group dynamics
9
Competences
• Managing differences within the group by appropriately designing training sessions

improving performance*13
• Developing training sessions focused on decision-making that is underpinned by players using proficient
technical competencies*14
• Designing training sessions that develop game awareness and understanding and how it might affect
biomechanics and motor control
*13 Understanding how the specificities of male and female players impact playing performance
*14 Understanding how female specificities can support decision-making, leadership and problem-solving
techniques
Delivery methods
*13 Using the knowledge from *1 and *6–9, identify the differences between male and female teams and
suggest how performance can be improved
*14 Using the knowledge from *10–12, discuss how women’s decision-making, leadership and problem-
solving skills can be developed
Competences
• Understanding how to design individual performance plans

• Preparing team sessions, focusing on individual needs
• Preparing clear outcomes for the training sessions, while understanding the different returns for
different types of training sessions
• Preparing, executing and reviewing sessions individually and with the support staff
Competences
• Using different leadership styles appropriate to players’ ages

• Allowing players to be involved in self-discovery, in an environment where mistakes are allowed
• Motivating, inspiring and stretching players’ limits in training sessions
Competences

• Promoting the benefits of good lifestyle habits specifically for young player health and performance,
e.g. nutrition, hydration and sleep
10
*15 Ensuring all aspects of young women’s health are covered (i.e. menarche, menstrual cycle, low energy
availability, iron status)
Menarche
Menarche is the term used to describe the first occurrence of menstruation. The age that menarche occurs
varies (usually 9–15 years old) and is dependent on the interaction of genetic and environmental factors. If a
girl has delayed menarche or primary amenorrhoea (i.e. absence of menstruation at 15 years or older) then
she should seek medical advice. During adolescence, menstrual cycles are often irregular; however, by the third
year after menarche, a regular menstrual cycle pattern (i.e. 21–34 days) will normally have been established.
Menstrual cycle
body prepares for the possibility of pregnancy. The length of the menstrual cycle varies from woman to woman,
but the average is ~28 days. It is important for women to keep track of their menstrual cycle, as an absence
of the cycle – also known as amenorrhoea – can have implications for their health and well-being. Long-term
consequences of amenorrhoea can include a higher risk of cardiovascular disease and compromised bone health.

Iron status
Iron is considered an essential mineral for sporting performance as it supports the processes for oxygen
competitive performances. Athletes are at a higher risk of iron deficiency due to factors such as eccentric
muscle contraction and haemolysis from foot strike. Due to regular blood loss during menses, post-pubertal
women are at increased risk of iron deficiency. Iron deficiency in female athletes has a ~15–35% prevalence
with even higher values reported in national team players.
Takeaways
• Coaches should be aware that any player who experiences delayed menarche should seek medical advice.
• Coaches need to be aware of the facts about women’s health in general and should create an
environment where matters such as energy balance and menstruation patterns can be openly discussed
with players.
Further reading
European Journal of Sport Science, 21(6), 861–870. https://doi:10.1080/17461391.2020.1788647
Sim, M. et al. (2019). Iron considerations for the athlete: a narrative review. European Journal of Applied Physiology, 119(7), 1463–1478.
https://doi: 10.1007/s00421-019-04157-y
American College of Obstetricians and Gynecologists (2015). Menstruation in girls and adolescents: using the menstrual cycle as a vital sign.
Committee Opinion No. 651. Obstetrics and Gynecology, 126: 43–46. https://www.acog.org/-/media/project/acog/acogorg/clinical/files/committee-
opinion/articles/2015/12/menstruation-in-girls-and-adolescents-using-the-menstrual-cycle-as-a-vital-sign.pdf
11
Match
Competences
• Understanding player roles within the team while avoiding early specialisation of set positions especially
in the 11–13 age range
• Providing equal opportunity to practise and play based on players’ needs
• Supporting player autonomy, involving players in decision-making and the problem-solving process
Competences
• Understanding the differences and transition from small-sided games, e.g. 8v8, to 11v11*16
• Awareness of various different game formats to give each player a significant amount of playing time
and opportunity
*16 Understanding the specificities of female players
Delivery methods
*16 Discuss how the information from *3 could impact format transition for female players
Competences
• Exhibiting consistent matchday behaviours in keeping with a learning environment

• Preparing individual players and the team for matches in cooperation with support staff*17
• Ability to coach the team during matches in a manner appropriate to players’ ages and always in a
positive manner*18
• Ability to analyse and evaluate performance of own players and team in cooperation with support staff
*17 Understanding how the specificities of female players impact match preparation
*18 Ability to apply specific coaching techniques and manners that support female players during matches
Delivery methods
*17 Refer to *3
*18 Refer to *1 and *3
12
Assessments
• Development coach
- Creating the right learning climate
- Using the appropriate coaching methodology
• Player
- Understanding the process for identifying potentially talented players
- Understanding the complexities of growth and maturation and their effects on the physical,
psychological and social development of youngsters
- Goal-setting focused on the individuals’ development processes
- Planning training sessions focused on decision-making development related to both the individual
and team
- Designing training sessions to take account of differences, e.g. relative age, maturation
- Reviewing and evaluating training sessions within the learning climate
• Match
- Exhibiting consistent matchday behaviours in keeping with a learning climate
- Supporting player autonomy, involving players in decision-making and the problem-solving process
- Analysing the performance of both the individual and team
• Planning and delivering safe and age-appropriate training sessions and matches
• Analysing and reviewing training sessions and matches
• Self-evaluation, reflections and the ability to adapt future planning and coaching activities accordingly
• Ability to work consistently with individual players on all aspects of their development
13
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA Elite Youth A Diploma
UEFA COACHING CONVENTION UEFA ELITE YOUTH A DIPLOMA
Introduction
We hope that national associations will draw on these to design qualifications that fit the
needs of their football coaches. Professional judgement based on the association’s own
experience, expertise and local knowledge is not only encouraged but central to this process.
Finally, this guide provides a framework of UEFA Elite Youth A diploma course modules and
competences (including specifically women’s football competences), delivery methods and samples
of ready-to-use content that national associations can draw on when developing their curriculum.
Specificities of elite female youth football players
• Training aimed at elite female youth players is based on specificities identified through
the technical and tactical analysis of international competitions and the physical or mental
characteristics of female players. It is essential to know these players well.
• At this level of training and competition, it is essential to individualise the work in all areas to
optimise performance.
• These indicators are not exhaustive, but provide food for thought for coaches involved in the
UEFA Elite Youth A diploma course so that they can take account of female characteristics and
the work still to be done in the technical, tactical, athletic and mental areas to make female
players even better.
2
Development coach
Competences
• Understanding the role of a development coach in elite youth football*1

• Creating a positive learning environment and a clear understanding of what constitutes a high-level
performance for the individual players and the team*2
• Demonstrating leadership, management and quality coaching at elite youth level
*1 Understanding the role of a development coach working with female elite youth players
*2 Creating a positive learning environment and a clear understanding of what makes a skilful
performance in female youth players
Delivery methods
*1a Identify the changes that young male and female players experience during maturation
*1b Discuss the impact that these changes have on practice and match days
*1c Discuss the differences between players in this age group. Finally, list the specific understanding
required by development coaches working with players at this age and stage of development
*2 Based on the discussions in *1, suggest what an appropriate learning environment looks like and how it
supports high performance
Competences
• Applying the club’s vision of football, teaching football and player development at elite youth level
• Applying the various teaching and learning styles (coaching models)
• Coaching the team/players in a manner appropriate to their ages and stages of development from
adolescence to adulthood*3
• Promoting a high-performance development approach, including the importance of winning
*3 Taking account of the maturation differences between young male and female players and coaching
the team/players in a manner appropriate to their ages and stages of development
Delivery methods
*3a Describe the growth differences between male and female players
*3b List the physical training needs of male and female players before, during and after maturation
*3c Identify how these differences in maturation influence training design
Competences
• Collaborating effectively with coaching staff and (multidisciplinary) support staff within the
development process
• Following and applying the club’s talent development plan and recruitment policy
• Communicating with people influencing players’ long-term development, e.g. parents and agents
3
Player and team
Competences
• Understanding the characteristics of a talented player in order to meet the demands of the modern
professional game*4
• Setting and constantly reviewing goals for individual players and the team, according to technical/
tactical/physical ability and biological, calendar and training age as well as psychological demands in
preparation for professional football*5
• Using the various evaluation methods to effectively guide players through their individual development
process
• Providing a pathway and opportunity for individual players to perform at a level that will challenge
them, e.g. by moving players to an older age category
*4 Knowing the characteristics of a talented young female player so that she can meet the demands of the
highest level of women’s football
*5 Setting and constantly reviewing individual goals for young female players and collective goals for the
team, according to technical/tactical/physical/mental ability and biological, calendar and training age, as
well as psychological demands in preparation for the highest level of women’s football
Delivery methods
*4a Describe what makes a talented female player
*4b Identify the characteristics of different playing positions for young female players
*5 Based on the characteristics described in *4a/b, discuss how goal-setting should be used to support the
development of female players
Competences
Building a successful team and developing the right team dynamic at elite youth level and involving players in
the following:
• Knowing and clarifying different social roles within the group
• Motivating and inspiring others
• Managing disappointments and conflicts
4
Competences
• Understanding the specificities of fitness preparation for elite youth players and developing all physical
aspects to suit the players’ level and stage of development*6a/b
• Designing safe and effective daily team and individualised field-based and gym training sessions and
weekly training plans, taking account of different stages of maturation, basic principles of training,
physical load, warm-up, prehab exercises and recovery*7a
• Applying strategies for injury risk management, rehabilitation, return to exercise, return to training,
return to play and performance*7b
• Using fitness tests to monitor growth and development, assessing players’ physical qualities and
readiness to perform, and demonstrating an ability to interpret test results *8
*6a Understanding the implications of a young female player’s stage of maturation for fitness development
*6b Understanding the differences in the physical capabilities of male and female youth players, particularly
in terms of strength and power
*7a Adapting and personalising the training workload, frequency, duration and recovery of female youth
players taking account of the possible need to balance academic life and football with different teams,
e.g. club, school and representative teams
*7b Identifying player-specific injury risk factors and adopt a multidisciplinary approach to personalising
training interventions accordingly
*8 Ensuring both team and individual fitness test protocols are conducted at appropriate times, with results
being compared to contemporary elite youth female reference values
Delivery methods
*6a Discuss the implications of different stages of maturation on the development of physical fitness
*6b Discuss the differences in physical capabilities between male and female youth players
*7a Discuss and explain how the training workload may need to be adjusted and personalised for female
youth players who need to balance academic life and football with different teams, e.g. club, school and
representative teams
*7b Discuss how to design and implement individualised injury risk-management programmes
*8 Review the most recently published data on female youth players and discuss the differences between
male and female youth players and possible implications for training programme design
*6a Maturation
average maturer (10–13 years) or late maturer (> 13 years). Understanding a player’s stage of maturity that
may be useful when assessing or judging an individual’s potential. Early or average maturers may demonstrate
of rapid growth, termed peak height velocity, between the ages of 10 and 13 years, which occurs a year or two
grow no more than 5cm after menarche (onset of menstruation). During peak height velocity, there is an increase
in skeletal growth, which happens prior to muscle and tendon growth. As a result, there is a ‘stretching’ of soft
tissue structures and consequently the player is at increased risk of injury. During this time, players can also suffer
from a phenomenon termed ‘adolescent awkwardness’, due to possible reductions in general flexibility, balance,
coordination, strength and power generation. It is important to be aware when a player is experiencing peak
height velocity, to ensure physical assessments, i.e. movement screening or fitness testing, are contextualised
against the physical growth that the player is undergoing at that time.
5
Growth, maturation and performance

Prior to puberty, boys and girls follow similar patterns of development in terms of growth and maturation.
Strength, speed, power, endurance and coordination develop at similar rates for both sexes throughout
childhood. For this reason, both boys and girls can follow similar training programmes during the
prepubescent years, with a focus on functional movement skills, strength, speed and agility.
During and after peak height velocity, clear differences are apparent in most aspects of fitness, with boys
making greater improvements in most physical qualities. Female players often have less total and lean body
mass, a higher proportion of body fat, and a smaller muscle fibre cross-sectional area. These differences
between the sexes translate to differences in physical performance. Research has shown that female players
generally have a reduced endurance capacity and exhibit lower performances when sprinting and jumping
compared to their male counterparts. Female players also experience increased joint laxity, increased knee
valgus and an increased reliance on quadriceps-dominant landing strategies. These factors are associated
with non-contact injuries, so training programmes should incorporate injury risk management strategies, such
as plyometrics and strength training. There is also an advantage in strength training, as it may help protect
against osteoporosis, which women are at greater risk of, relative to men.
Takeaways
• Coaches need to be aware that all players will grow and develop at different rates, and a player’s
maturation stage should be taken into consideration when designing training sessions and making
player selection decisions.
• Physical differences exist between men and women and boys and girls and may have implications for
performance.
Further reading
Lloyd, R.S. and Oliver, J.L. (2012). The youth physical development model: a new approach to long-term athletic development. Strength and Conditioning
Journal, 34(3), 61–72. https://doi.org/10.1519/SSC.0b013e31825760ea
*6b Physical capabilities

Differences in skeletal muscle mass and distribution exist between the sexes. Studies have shown that the
relative increase in muscle strength and hypertrophy after a period of resistance training is similar between
the sexes. It has even been postulated that female players can improve their relative upper-body strength
more than their male counterparts. So, in practice, it is important to know that both male and female
footballers can considerably increase muscle strength and size with resistance training. This is likely to also
improve female players’ ability to produce power, since muscle strength and power are correlated.
Takeaways
• Coaches should understand that resistance training leads to similar relative increases in muscle strength
and hypertrophy in female and male footballers.
Further reading
Roberts B.M. et al. (2020). Sex differences in resistance training: a systematic review and meta-analysis.
Journal of Strength and Conditioning Research. 34(5):1448–1460. doi: 10.1519/JSC.0000000000003521. PMID: 32218059.
*7a Dual careers

Younger players need to balance football with academic commitments. The combination of a playing career
with education is known as a ‘dual career’. Dual careers can present challenges for female players, such as
limited time, conflicting expectations, social pressures and increased travel commitments. However, it should
also be recognised that there are benefits to a dual career, such as expanded social networks and support
systems, reduced stress through the ability to focus on different areas, a more balanced lifestyle, higher
employability prospects and increased longevity in the sport. Personalised training programmes should take
account of players’ specific commitments. Many younger players are also asked to represent multiple teams,
i.e. the club, school or national team. It is imperative to ensure that young players’ training and match loads
are managed appropriately to ensure they still have sufficient time for rest and recovery, both physical and
psychological.
6
Takeaway
• Training programmes need to be personalised and considerate of dual career pathways.
Further reading
Dual Career Guides. The English FA. https://www.thefa.com/news/2021/mar/10/fa-launches-dual-career-guides-20210310
*7b Injury risk factors

In female youth players, time-loss injuries are most frequently sustained in the lower limb, with the ankle,
knee and hip/groin being the most common injury sites. The cause of injury is often complex and affected by
an interaction of different risk factors. Previous injury is a major risk factor, with a 74% increased risk reported
in youth players with a history of at least one previous injury. Similarly, a ninefold increase in knee injuries has
been reported in senior players who had previously suffered an ACL injury. Other factors have been shown
to increase the risk of lower-limb injury, including poor lower body strength, knee malalignment, decreased
knee and hip flexion angles on landing, joint hypermobility, increased age, high training/match exposure and
higher competitive level.

return to play milestones. The programme is normally run by the medical staff and physical trainer and
supported by other staff, such as sports psychology and sports nutrition practitioners (if applicable).
High training or match exposure is also a risk factor for injury, and research shows a greater incidence of
injury in older age groups (U16) compare to younger age groups (U10–U12). This is of particular importance
for female players as they may be playing in older age groups. To minimise the risk of injury, it is important
to effectively manage match and training load for youth players, particularly if they are required to compete
for multiple representative teams. It is important to adopt a multidisciplinary approach to the management of
match and training load, with clear communication pathways between technical, medical and fitness staff.
At the elite level, a more individualised injury risk-management strategy should be developed to supplement
the commonly used exercise-based injury risk management programmes, such as FIFA ‘11+’, Prevent Injury and
Enhance Performance (PEP), Knäkontroll and Footy First.
Takeaways
crucial.
concussion compared to men.
• An individualised risk-management strategy should be designed in collaboration with medical/fitness staff.
Further reading
Sports Medicine, 51, 423–442. https://doi.org/10.1007/s40279-020-01401-w
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957. doi:10.1111/sms.13644
7
*8 Physical differences between male and female youth players

The physical development of female youth players has been shown to be non-linear and young players can
experience ‘adolescent awkwardness’ during growth and maturation. It is therefore important for physical
assessments of youth players to be seen in the context of the player’s physical growth at that time. In addition,
the women’s game is constantly evolving and findings from previous research in the women’s game show
that physical outputs, particularly at higher speeds, are on the increase across the elite club and international
women’s game (UEFA Women’s Champions League: Physical Analysis). Consequently, it is important for fitness
testing results for female players to be compared with contemporary sex-specific reference values for their
maturity status. Fitness testing results should be used when designing personalised training programmes.
Takeaways
• Physical differences exist between male and female youth players that result in differences in physical
performance capacity.
• Physical assessments in youth players should be seen within the context of the player’s physical growth.
Further reading
Emmonds, S. et al. (2020). Physical characteristics of elite youth female soccer players characterised by maturity status.
Journal of Strength and Conditioning Research, 34(8), 2321–2328. https://doi.org/10.1519/JSC.0000000000002795.

Competences
• Helping players with issues linked to their teenage lives

• Helping players with the following topics linked to their future professional football career:
- Dealing with pressure and handling stress
- Coping with adversity
- Coping with little game time
- Dealing with success
- Using relaxation techniques, etc.
• Developing players’ growth mindset, including learning, commitment, effort, resilience and self-
regulation*9
*9 Including techniques to develop self-awareness and build confidence
Delivery methods
*9 Provide daily tools for developing young female players’ self-awareness (particularly in football) and
help them to improve their self-confidence
Self-awareness: a prerequisite for mental training

While confidence is often cited as a key factor for performance in high-level football, there is one factor that
applies to various skills, including confidence: self-awareness. It is therefore important to help female players
learn to know themselves better, from an early age, so that they perform better.
Psychological characteristics of developing excellence (PCDEs)
PCDEs are psychological components in the progression of young footballers towards excellence. They include
a blend of characteristics, attitudes, behaviours, and psychological skills, such as commitment, imagery,
coping with pressure, and actively seeking social support. The use of appropriate PCDEs enables players to
optimise development opportunities, adapt to setbacks, and effectively negotiate key transitions encountered
during development, thereby endowing young athletes with the capacities to strive to realise their potential
(MacNamara et al., 2010).
8
A recent retrospective study (Saward et al., 2020) showed that among the different PCDEs, self-awareness
appears to play an important role in the performance trajectory of young athletes. Self-awareness makes it
possible to evaluate performance and target areas in need of more attention in young players.
It is therefore important to develop self-awareness in young elite female players, as a basis for training all the
other mental skills.

From an early age, encourage reflection on football involvement. Different techniques can be used for this:
• Have the players use training notebooks.
• Encourage self-assessment of qualities and areas for improvement at key points during the season.
• Provide post-match performance self-assessment opportunities.
• Provide interviews that do not only examine the performance but also the way in which the young
female player coped with the situation.
• Hold debriefing sessions and encourage the players to talk not only about what they did but also what
they felt and thought.
• Help young female players to understand what suits them. What do they need if they are to perform
well? What causes difficulties for them? What strategies do they use to adapt? etc.
Takeaways
• Self-awareness is an essential prerequisite for working on mental preparation.
• It can be trained from an early age.
• It seems to play an important role in young players’ progress and it can partially predict their
performance trajectory.
• Coaches can apply methods that help them develop self-awareness.
• Self-esteem is built on the foundation of this ‘balanced’ self-awareness.
Further reading
MacNamara, A., Button, A., & Collins, D. (2010a). The role of psychological characteristics in facilitating the pathway to elite performance.
Part 1: Identifying mental skills and behaviours. The Sport Psychologist, 24(1), 52–73. doi: https://doi.org/10.1123/tsp.24.1.52.
Saward, C., Morris, J. G., Nevill, M. E., Minniti, A. M., & Sunderland, C. (2020). Psychological characteristics of developing excellence in elite youth football
players in English professional academies. Journal of sports sciences, 38(11–12), 1380–1386. https://doi.org/10.1080/02640414.2019.1676526.
Competences
• Building a strong team ethic and winning mentality through positive behaviour, action and
communication
• Communicating effectively in various challenging situations within the team environment, involving
different players or players and coaching/support staff
• Understanding the complexities of the media and dealing with the media in professional football*10
• Understanding the implications of using social media and its possible impact on the individual players
and the team
*10 Understanding the complexities of the media and how to deal with the media covering women’s elite/
professional football
Delivery methods
*10a Compare and contrast the differences in media interest in men’s and women’s football and conduct
media training
*10b Discuss how the points identified in *8 can be supported by *9 (daily tools to develop self-awareness
and improve their self-confidence)
9

Competences
improving high performance*11
*11 Taking account of the psychological requirements for developing and improving high performance,
especially for developing a winning mindset
Delivery methods
*11 Apply the lessons from *3–11 to design appropriate training sessions for female youth players

Competences

• Designing seasonal, monthly and weekly plans focused on the development of the individual players in
a high-performance environment as part of the long-term player development
• Planning, delivering and reviewing integrated fitness training sessions, taking account of the physical
goal of the session, expected physical load, appropriate content, exercises and methodological steps

Competences
• Creating a positive high-performance learning environment, both on and off the pitch, e.g. video analysis
and team tactical sessions
• Using different leadership and teaching styles appropriate to players’ ages, abilities and also the context of
the situation, e.g. training session, team talk, pre- and post-match discussions, etc.
• Coaching the team/players during sessions in an appropriate manner
• Constantly reviewing and reflecting in order to enhance high performance of the individual and the team

Competences

• Applying a multidisciplinary approach to promoting the health and performance benefits of good
lifestyle habits specifically for young players, e.g. nutrition, hydration and sleep
*12 Ensuring a multidisciplinary approach to all aspects of young women’s health (i.e. menarche, menstrual
cycle, low energy availability, iron status) is adopted, highlighting potential implications for performance
Delivery methods
*12a Discuss contemporary scientific literature and highlight the ambiguity relating to the menstrual cycle and
performance/risk of injury specifically for young female players
*12b Discuss the pros, cons and feasibility of implementing a team-based solution for tracking the menstrual
cycle
10
*12a Menarche
Menarche is the term used to describe the first occurrence of menstruation. The age that menarche occurs
varies (usually 9–15 years old) and is dependent on the interaction of genetic and environmental factors. If a
girl has delayed menarche or primary amenorrhoea (i.e. absence of menstruation at 15 years or older) then
she should seek medical advice. During adolescence, menstrual cycles are often irregular; however, by the third
year after menarche, a regular menstrual cycle pattern (i.e. 21–34 days) will normally have been established.


programme. However, research in this area is currently limited, in terms of both the quality and quantity of
articles. There is currently insufficient evidence to justify systematically modifying training programme content
to take account of menstrual cycle phases. The menstrual cycle is highly individual to each woman and, while
some players may experience disruptions in training and performance during their cycle, it is important to
remember that Olympic and World Cup winning performances have been achieved during all phases of the
menstrual cycle.

with a lot of variety, especially when they consistently include knee-stability exercises, are best at reducing the
risk of injury in female players regardless of their menstrual cycle phase.

11
Takeaways
• Coaches should be aware that any player who experiences delayed menarche should seek medical advice.
performance.
• Nutritionists and fitness staff should work together to provide suitable nutrition strategies so that players’
energy intakes match the demands of training/competition.
• More research is needed into the impact of the menstrual cycle on performance/injury before considering
systematic modifications to training.
Further reading
Orthopedic Journal of Sports Medicine. 21;5(7) doi:10.1177/2325967117718781.
Science & Medicine in Football. 6: 153–158 https://doi.org/10.1080/24733938.2021.1921248.
Sports Medicine. 51(7):1377–1399. doi:10.1007/s40279-021-01458-1.
Current Epidemiology Reports. 8:9–19.
American College of Obstetricians and Gynecologists (2015). Menstruation in girls and adolescents: using the menstrual cycle as a vital sign.
Committee Opinion No. 651. Obstetrics and Gynecology, 126: 43–46. https://www.acog.org/-/media/project/acog/acogorg/clinical/files/committee-
opinion/articles/2015/12/menstruation-in-girls-and-adolescents-using-the-menstrual-cycle-as-a-vital-sign.pdf.
12
Match
Competences
• Reading and analysing the game at elite youth level based on players’ and team tasks, including
analysing the opposing teams*13
• Analysing the players’ individual performances in relation to their learning progress
• Helping the players to evaluate their own game and guiding them to self-regulation
*13 Reading and analysing the elite female youth game based on players’ and team tasks, including
analysing the opposing teams
Delivery methods
*13 Identify the specificities of elite female youth teams during match play
Competences
• Effectively applying different formations and styles of play in a high-performance environment

• Understanding various players’ positions and tasks in different playing systems
• Effectively applying the technical, tactical and fitness trends of elite football during the matches
Competences
• Preparing individual players and the team for high performance in matches in cooperation with support
staff, e.g. team selection, game plans, team talks, etc.
• Coaching the team effectively and positively during matches in order for players to fulfil their potential
13
Assessments
• Development coach
- Demonstrating their own football philosophy at elite youth level: age-related learning, age specific
characteristics
- Using appropriate leadership styles and coaching methodology for specific adolescent age groups
• Player and team

- Recognising the characteristics of a talented player meeting the demands of the modern professional
game
- Building a successful team and developing the right team dynamics at elite youth level
- Understanding the specificities of fitness preparation for elite youth players and developing all
physical aspects to suit the players’ level and stage of development
- Planning, delivering and reviewing training sessions derived from the weekly plan within the
learning climate
- Applying a multidisciplinary approach to promoting the health and performance benefits of good
lifestyle habits specifically for young players, e.g. nutrition, hydration and sleep
• Match
- Preparing the team prior to the match
- Coaching the team effectively and positively during matches so that players can fulfil their potential
- Analysing the performance of both the individual and the team at elite youth level
• Preparing a detailed periodisation plan of selected season periods, e.g. pre-season, start of season
and mid-season, for an elite youth team as part of the overall seasonal plan
• Analysing and reviewing training sessions and matches at elite youth level
• Self-evaluation, reflections and the ability to adapt future planning and coaching activities
at elite youth level
• Ability to work consistently with individual players on all aspects of their development in a
high-performance environment
14
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA Goalkeeper B Diploma
UEFA COACHING CONVENTION UEFA GOALKEEPER B DIPLOMA
Introduction
Finally, this guide provides a framework of UEFA Goalkeeper B diploma course modules and
competences (including specifically women’s football competences), delivery methods and samples of
ready-to-use content that national associations can draw on when developing their curriculum.
Specificities of goalkeeping in women’s youth and senior amateur football
• Training aimed at female youth/adult goalkeepers is based on creating an effective

coaching programme to enhance their holistic development, identified in the technical-
tactical analysis of the game and the goalkeeper’s physical or mental characteristics.
It is essential to know these players’ different age and development levels.
• The key principles of goalkeeping should be introduced in training and in matches, to
increase and maintain the standard of the female goalkeeper’s skill in terms of the various
development factors, and advice on teaching and coaching provided for the coach.
• At this level of training and competition, it is essential to work on developing the goalkeeper
in reality-based sessions, to optimise their development and performance levels.
• These indicators are not exhaustive, but provide food for thought for coaches
involved in the UEFA Goalkeeper B course, so that they can take account of
women’s characteristics and the work still to be done in the technical, tactical,
athletic, mental and social areas to make female goalkeepers even better.
2
Goalkeeper coach

Competences
• Acting as a specialised coach working with adult and youth goalkeepers*1

• Understanding how a specialised coach should effectively operate to help a group of other staff
members fulfil the overall club vision
• Creating a positive learning environment and a clear understanding of what makes a skilful
performance in game situations*2
*1 Understanding how the characteristics of female goalkeepers impact match play

*2 Describing and demonstrating how to create a learning environment that supports the skilful
performance of female goalkeepers
Delivery methods
*1a Outline the specific playing characteristics (physical, technical, social, psychological, tactical) of female
goalkeepers at youth and adult levels
*1b Explain how these specificities impact an individual’s ability to play the game
*2a Based on *1a/b, list the components required to create a positive learning environment for female
goalkeepers
*2b Considering the information in *1a/b, describe what a skilful goalkeeping performance is at adult and
youth levels

Competences
• Understanding the philosophy of ‘reality-based learning’ and how it influences development*3

• Understanding the various teaching and learning styles (coaching models) and when and how they are
best used in game*4
• Coaching the goalkeepers in a manner appropriate to age and ability, with a clear understanding of
how the game situations affect the activities used*5
• Promoting a performance development approach rather than focusing only on winning
*3 Understanding how gender specificities impact player development
*4 Understanding how coaching interventions impact the development of female goalkeepers
*5 Demonstrating a coaching methodology that meets the needs of the female goalkeeper
Delivery methods
*3a Based on lessons from *1 and *2, describe the specificities in female goalkeeper development
*3b Discuss how the pathway specificities could impact player development
*4a Based on lessons from *1 and *2, list possible coaching interventions that would support the
development of female goalkeepers
*4b Determine which interventions would be more suitable to the needs of female goalkeepers, in relation
to lessons from *1 and *2
*5 Based on lessons from *1 and *2, use reality-based scenarios to demonstrate how you would adapt your
coaching approach to the needs of female players
3
Competences
• Communicating effectively with the head coach and other support staff
• Communicating with the goalkeeper’s support network and involving them in the goalkeeper’s
development process
4
Goalkeeper
Module – Knowing the goalkeeper

Competences
• Understanding the goalkeeper’s expectations and role based on their stage of development and level of
competition*6
• Creating an effective support environment to enhance the goalkeeper’s overall development and
performance
• Setting, agreeing, reviewing, and adapting goals to continually improve individual goalkeepers
• Understanding what constitutes an effective performance in the game*7
*6 Understanding how the expectations of female goalkeepers change depending on their stage of
development
*7 Understanding what constitutes an effective performance of female goalkeepers the game
Delivery methods
*6a Compare and contrast the expectations of male and female goalkeepers in adult and youth competitions
*6b Determine which of these factors are related to social, physical, psychological, technical, tactical returns
*7a Considering the information from *2, observe male and female goalkeeping training
*7b Based on these observations and the knowledge generated from *1–6, describe an effective
performance at adult and youth levels
Module – Technical and tactical development

Competences
• Developing the goalkeeper’s technical ability to perform as part of an effective team*8

• Providing key information that improves the goalkeeper’s understanding of game concepts
*8 Understanding how technical and tactical abilities may be affected by physical capabilities of female
goalkeepers
Delivery methods
*8 Describe how physical characteristics may impact technical and tactical development
Technical development
Analyse, develop and fine-tune the female goalkeeper’s technical qualities so that she can adapt and understand
key information to perform as part of an effective team in all age groups.
Develop the goalkeeper’s technical qualities, focusing on:
• Importance of technique when catching the ball (women have smaller hands!)
• 1v1 technique (position/decision/action)
• Dealing with crosses (position/timing/physical challenge)
• Special attention to backwards movement/running in combination with jumping
• Defending the goal from shots (timing to execute jumping technique)
• Defending the space (position/decision-making/action)
• Passing qualities in possession and restarts
• Goalkeeper identifying transitional opportunities from defence to attack
5
Gradually optimise the goalkeeper’s individual technical level in reality-based situations to meet the needs of
the game, taking account of the age, maturation, developmental and individual physical and psychological
qualities of female goalkeepers.
Teaching and coaching advice

• Be aware that the differences in execution sometimes observed between male and female goalkeepers
are due to the fact that most goalkeeper actions are a combination of technical and physical skills,
especially strength and speed.
• Focus on the high technical demands in the game – with goal-setting (speed, time, and intensity), always
adapted to the age, maturation, developmental and individual physical and mental qualities of female
goalkeepers.
Tactical development
• Understand and develop knowledge of different systems of play and how these impact the goalkeeper’s
role (direct/possession-based play).
• Improve the understanding of attacking and defensive play – design a progressive reality-based training
session from isolation/integration/implementation.
• Plan tactical sessions to improve knowledge and understanding/decision-making and confidence of
female goalkeepers.
• Help the goalkeeper to identify transitional opportunities from defence to attack.
• Coach the positional play of a young goalkeeper in reality-based functions, using analysis to monitor
progress in positional play/decision-making and execution.
• Analyse different playing systems and goalkeeper profiles in the international youth competitions
(WWC U17/U20, EURO U17/U19).
• Gradually optimise the goalkeeper’s individual tactical and technical level in reality-based situations
to meet the needs of the game, taking account of the age, maturation, developmental and individual
physical and mental qualities of female goalkeepers.

Adopt a teaching approach on and off the pitch that includes the following:
• Organise individual meetings with the goalkeeper to discuss key aspects of the tactical plan, i.e. position
of the defensive line and goalkeeper.
• Introduce the training session with a briefing on the objectives of the session.
• Use video analysis to give feedback on training sessions (to anchor or regulate) and on games (individual
or collective feedback depending on the needs).
• Accentuate the work on positional play and decision-making by the goalkeeper in reality-based sessions
in cooperation with the head coach.
• Bear in mind the age, maturation, and physical development (kicking power, jumping power,
speed strength, physical capacity to sprint out of the goal, backwards running) of male and female
goalkeepers when teaching defensive positional play (dealing with crosses/defending the space/dealing
with shots).
Further reading
https://www.uefatechnicalreports.com/programme/wu17-2019/features/technical-topics/page/1

Competences
• Understanding the complexities of growth and maturation and their effects on the physical
development and performance of young goalkeepers*9
• Designing safe and effective daily training sessions and weekly training plans, taking account of the
basic principles of training, physical load, warm-up/prehab exercises and recovery
• Understanding injury risk-management strategies*10
• Understanding and improving goalkeeper fitness levels in an effective and cohesive process*11a
• Demonstrating and applying fitness tests to assess fundamental physical qualities*11b
6
*9 Understanding how physical maturation differs between male and female youth goalkeepers
*10 Being aware that injury risk-management strategies may need to be adapted to the needs of male and
female goalkeepers of all ages
*11a Understanding potential differences in fitness training outcomes between male and female goalkeepers
*11b Ensuring that fitness testing results are compared with contemporary female goalkeeper reference values
Delivery methods
*9 Discuss the differences in physical maturation between male and female youth goalkeepers and the
possible implications for performance
*10 Discuss how training plans for female and male goalkeepers might be adapted to different ages
*11a Discuss how fitness training outcomes may differ between male and female goalkeepers
*11b Discuss the differences in testing results between male and female goalkeepers and possible implications
for practice
*9 Maturation
average maturer (10–13 years) or late maturer (> 13 years). Understanding the maturity status of a player may
be useful when assessing or judging an individual’s potential. Early or average maturers may demonstrate
of rapid growth, termed peak height velocity, between the ages of 10 and 13 years, which occurs a year or two
grow no more than 5cm after menarche (onset of menstruation). During peak height velocity, there is an increase
in skeletal growth, which happens prior to muscle and tendon growth. As a result, there is a ‘stretching’ of soft
tissue structures and consequently the player is at an increased risk of injury. During this time, players can also
suffer from a phenomenon termed ‘adolescent awkwardness’, due to possible reductions in general flexibility,
balance, coordination, strength and power generation. It is important to be aware when a player is experiencing
peak height velocity, to ensure physical assessments made during this time (i.e. movement screening or fitness
testing) are contextualised against the physical growth that the player is undergoing at that time.
Physical differences between men and women

physical performance. Research has shown that female players generally have a reduced endurance capacity
and exhibit lower performances when sprinting and jumping compared to their male counterparts. These
physical differences between the sexes have potential technical/tactical implications. For example, a female
goalkeeper may not be able to distribute the ball as far as a male goalkeeper, and this needs to be taken into
account by the coach and player when developing tactical plans.
Takeaways
• Coaches need to be aware that all players will grow and develop at different rates, and a player’s
maturation stages should be considered when designing training sessions and making player selection
decisions.
• Physical differences exist between men and women and may have implications for performance.
Further reading
Lloyd, R.S. and Oliver, J.L. (2012). The youth physical development model: a new approach to long-term athletic development.
Strength and Conditioning Journal, 34(3), 61–72. https://doi.org/10.1519/SSC.0b013e31825760ea.
7
*10 Injury risk-management strategies

There is evidence that female players have a higher risk of more severe injury compared to men, more
specifically a non-contact anterior cruciate ligament (ACL) injury. There are many reasons for the higher injury
risk in women. Importantly, scientific studies have shown that specific programmes that are regularly included
in training can reduce the risk of ACL injury in female players. These include various knee-stability exercises,
such as FIFA ‘11+’, Prevent Injury and Enhance Performance (PEP), Knäkontroll and Footy First. Recent research
has shown that such programmes can reduce overall injury rates (27%), and specifically ACL injury rates (45%).
One thing they have in common, however, is that these programmes are only effective when high compliance
rates are maintained.
For all footballers, but especially female players, the principles of progression, individualisation and recovery
are important to consider. For female players, the pathway from young talent to senior team player may be
much shorter than for men. So, it is more common for a female youth player to be recruited to a senior team
at a younger age than it is for men. Together with the fact that female players are more prone to severe knee
injuries, it is all the more important to consider the players’ training background/history, slowly increase the
volume and intensity so she can adapt to the senior level, and take account of her individual ability to recover
in order to avoid acute and overload injuries.

Takeaways
• Coaches should be aware that severe knee injuries are more prevalent in female players than in men. For
female goalkeepers: special attention to jump routines and proper landing techniques after jumping.
concussion, compared to men.
• Coaches need to consistently include a variety of knee-stability exercises in their training sessions, as
these have been shown to reduce the risk of injury.
Further reading
Prien, A. et al. (2018). Epidemiology of head injuries focusing on concussions in team contact sports: a systematic review.
Sports Medicine. 48(4):953–969. doi: 10.1007/s40279-017-0854-4.
Randell R.K, et al. (2021). Physiological characteristics of female soccer players and health and performance considerations: a narrative review.
Sports Medicine. 51(7):1377–1399. doi: 10.1007/s40279-021-01458-1.
Vedung F, et al. (2020). Concussion incidence and recovery in Swedish elite soccer – Prolonged recovery in female players.
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957. doi: 10.1111/sms.13644.
*11a Research has shown that female players generally have lower endurance and exhibit lower
performances when sprinting and jumping compared to their male counterparts. However, studies have
strength more than their male counterparts. This is especially important to consider for female goalkeepers.
Takeaway
• Coaches should be aware that trainability is similar in men and women, but there will probably be
differences in absolute physical capacity.
Further reading
8
*11b The physical requirements for a goalkeeper are vastly different from those for outfield players, due
to the difference in their tactical roles. It is therefore important for the results of any fitness testing to be
interpreted appropriately. For example, there may be more emphasis on a goalkeeper’s countermovement
jump score than on their performance on the Yo-Yo test. There may even be the possibility for goalkeepers
to complete a number of different, more specific tests, rather than the generic tests used for outfield players.
The women’s game is constantly evolving, so it is important for fitness testing results for female players to
be compared with contemporary sex-specific reference values. Fitness testing results should be used when
designing individualised training programmes.
Takeaways
• The goalkeeper’s tactical role is different from that of outfield players, so the types of fitness tests
undertaken may also vary.
• It is important to use contemporary reference values for physical fitness testing data, due to the fast
Further reading
Lockie, R.G. et al. (2018). The physical and athletic performance characteristics of Division I collegiate female soccer players by position. Journal of
Strength and Conditioning Research, 32(2), 334–343. https://pubmed.ncbi.nlm.nih.gov/27398916/.

Competences
• Understanding the impact that maturation and relative age may have on a goalkeeper’s psychological
development*12
• Creating an environment where the goalkeeper’s personality, sense of enjoyment and fulfilment are
developed and maintained*13
• Applying basic methods to build a goalkeeper’s confidence, concentration, and emotional control*14
• Developing the goalkeeper’s ability to deal with pressure and potentially negative experiences, so that
they can maintain a positive mindset
*12 Understanding how psychological maturation impacts performance

*13 Fostering environments in which female goalkeepers find their place in the team and understand the
social and psychological specificities of their role
*14 Initiating mental preparation to strengthen self-awareness, concentration and emotional regulation skills
necessary for female goalkeepers, thereby building their confidence
Delivery methods
*12a List the psychological impacts of maturation on male and female goalkeepers
*12b Using the list generated in *6a, discuss the specificities of psychological development in male and female
goalkeepers
*13 Taking into consideration the information generated in *6 and *7, list the environmental needs and the
expectations of the female goalkeepers’ role to ensure the positive adaptation/integration of female
players in their team and more generally in football, before, during and after maturation
*14 Provide mental preparation techniques/tools, both on and off the pitch, to improve female goalkeepers’
mental abilities: concentration, emotional regulation and stress management
9
Context
Goalkeepers occupy a special position in the team, and it is sometimes difficult for them to find their place
among their teammates. This can cause a drop in motivation which, in the long term, can lead to premature
retirement. In addition, this position can be a ‘default choice’ and sometimes players may not understand why
they end up there. However, goalkeeping is a highly specific position that is very important to the team. These
specificities must therefore be correctly assimilated by players so that they can reach their potential over time.

• At the start of the season, take time with each goalkeeper to understand the way they see their role
within the team.
• To do this, you might want to use a short set of questions such as:
1. What do you think your role as goalkeeper is?
2. In your opinion, what does your team expect from you as goalkeeper?
3. What can you bring to your team?
4. In what way is this position different from the other positions on your team?
5. In your opinion, why do you hold this particular position?
• If the coach does not have time to talk to the players, these questions can be asked in writing, for
example on the front page of a training notebook, in which the goalkeeper describes her season, her
goals, her matches, etc. However you do it, it is important for the goalkeeper to take the time to ask
herself these questions so that she can properly fulfil her role in the team.
• If possible, briefly discuss the results of these questions with the rest of the team, asking them the
following questions:
1. What do you think your goalkeeper’s role is?
2. How important is she to the team?
3. What do you expect from her?
4. What qualities do you recognise in her?
5. How can you help her fulfil her mission?
• These exchanges with her team enable them to see her value as a goalkeeper, take her uniqueness into
account, include her in the team’s project, clarify what the team’s and the coach’s expectations are of her.
Takeaways
• The specificities of the goalkeeper position are not always understood by the other players.
• To enable the goalkeeper to perform well in this role, the whole team need to understand what it
comprises, what to expect of the goalkeeper and the reasons why this player occupies this position.
• Taking time with the goalkeeper and her training group to think about the role and its place in the
team can help initiate a performance dynamic for the goalkeeper and her team.
Further reading
Thogersen-Ntoumani, C., Ntoumanis, N. & Bartholomew, K. (2009). A review of controlling motivational strategies from a self-determination theory
perspective: implications for sports coaches, International Review of Sport and Exercise Psychology, vol. 2, no. 2, pp. 215–233.
https://doi.org/10.1080/17509840903235330.
Pshenychna, L., Kondratyuk, S., Shcherbak, T., Kuzikov, B. & Kuzikova, S. (2019). Individual-psychological features of athletes of
a football team depending on the game role. Journal of Physical Education and Sport, 19, 166–172. doi:10.7752/jpes.2019.s1025.
West, J. (2018). A review of the key demands for a football goalkeeper. International Journal of Sports Science & Coaching, 13(6), 1215–1222.
https://doi.org/10.1177/1747954118787493.
10
Competences
• Forming the goalkeeper into a strong, integrated team member through positive behaviour, actions and
communication
• Communicating effectively with the individual goalkeeper to monitor external influences and how they
affect progress*15
*15 Educating female goalkeepers about the external influences they may face and how they affect their
progress and expectations
Delivery methods
*15 Discuss how external influences, such as social media and peer groups, have an impact on the
development of female goalkeepers socially and psychologically
11
Competences
• Awareness of the game and an understanding of how it affects the way training sessions are designed*16
• Understanding the technical, tactical, physical, and psychological requirements for developing and
improving goalkeeper performance
• Developing a problem-solving ability based on decision-making techniques underpinned by technical
proficiency
*16 Creating reality-based sessions to develop and maintain female goalkeepers’ performance levels, taking
account of individual needs
Delivery methods
*16 Discuss how practice design should change between sexes, ages and ability, taking pitch and goal sizes
into account

Competences
• Understanding periodisation with a view to creating macro- and micro-planning*17

• Designing individual performance plans*18
• Outlining clear outcomes for the training sessions, while understanding the various benefits provided by
• Preparing training sessions, focusing on the individual needs of the goalkeeper in game situations
• Preparing, executing and reviewing sessions individually and with support staff

*17 Understanding periodisation with a view to creating macro- and micro-planning for female goalkeepers
*18 Understanding how to create appropriate development plans for female goalkeepers
Delivery methods
*17 As for 18 and 20

*18 Using the information from *1a, *3a, *8, *9, *10 and *11a/b, demonstrate how to create individual
performance plans that meet the needs of female goalkeepers

Competences
• Building confidence, knowledge and opportunities to enable goalkeepers to develop their own
decision-making
• Create an environment where mistakes are allowed, leading to self-evaluation
• Motivating, inspiring, and stretching goalkeepers during training sessions*19
• Constantly reviewing and reflecting in order to enhance individual performance
*19 Demonstrating how to motivate female goalkeepers by creating training sessions adapted to their
physical, social, psychological, technical and tactical needs
Delivery methods
*19 Apply *4a/b and *5 to discuss and show in a differentiated training session where interventions and
coaching behaviours are used to impact motivation and the learning climate
12

Competences
• Ensuring goalkeeper health and welfare*20

• Understanding the benefits of good lifestyle habits for goalkeeper health and performance,
e.g. nutrition, hydration and sleep

*20 Ensuring there is a specific focus on general women’s health, i.e. menarche, menstrual cycle, low energy
availability and iron status
Delivery methods
*20 Discuss how irregularities in the menstrual cycle, low energy availability and low iron levels may impact
health, training status and performance
The menstrual cycle
body prepares for the possibility of pregnancy. The length of the menstrual cycle varies from woman to woman,
but the average is ~28 days. It is important for women to keep track of their menstrual cycle, as an absence
of the cycle – also known as amenorrhoea – can have implications for their health and well-being. Long-term
consequences of amenorrhoea can include a higher risk of cardiovascular disease and compromised bone health.

Nutrition plays a critical role in optimising football performance during training and matches, and also
players’ nutrition strategies, with 85% of players not consuming sufficient energy to meet the demands of
exercise and 23–33% of players falling below the threshold for low energy availability, which is one of the
primary causes of amenorrhoea and can be a result of restricted dietary intake or an unintentional mismatch
between energy intake and the demands of exercise. Low energy availability has been associated with
Iron status
Iron is considered an essential mineral for sporting performance, as it supports the processes for oxygen
competitive performances. Athletes are at a higher risk of iron deficiency due to factors such as eccentric
muscle contraction and haemolysis from foot strike. Due to regular blood loss during menses, post-pubertal
women are at increased risk of iron deficiency, which has a ~15–35% prevalence in female athletes, with even
higher values reported in national team players.
Takeaways
• Coaches need to be aware of the facts about women’s health in general and should create an
environment where issues such as energy balance and menstruation patterns can be openly discussed
with players.
Further reading
European Journal of Sport Science, 21(6), 861–870. https://doi: 10.1080/17461391.2020.1788647
Sim, M. et al. (2019). Iron considerations for the athlete: a narrative review. European Journal of Applied Physiology, 119(7), 1463–1478.
https://doi: 10.1007/s00421-019-04157-y
13
Match
Module – Goalkeepers
Competences
• Understanding the goalkeeper’s role and actions based on, age, ability and competitive levels*21
• Enhancing the principle of providing sufficient opportunity and time to practise and play in match
conditions based on the goalkeeper’s needs
• Supporting player autonomy, involving goalkeepers in the decision-making and problem-solving process
*21 Understanding the female goalkeeper’s role and actions based on age, ability and competitive levels
Delivery methods
*21 as in *8
Competences
• Exhibiting consistent matchday behaviours in keeping with a learning environment

• Preparing goalkeepers for matches within the team context, in cooperation with support staff
• Analysing and evaluating the goalkeeper’s performance during games in cooperation with other support
staff*22
*22 Analysing and evaluating the female goalkeepers’ performance taking into consideration the technical,
tactical, physical and psychological characteristics and their impact on team expectations and strategies
Delivery methods
*22 Observe male and female goalkeepers in a match situation then analyse and discuss the differences and
the impact of individual position and team strategies involving the goalkeepers
14
Assessments
Theory: The goalkeeper coach must be able to Practice: The goalkeeper coach must demonstrate an
understand and explain the following: ability to apply the following principles:
• Specialised goalkeeper coach

- Determining the goalkeeper’s weaknesses and strengths within a game context
- Creating the right learning climate
- Using the appropriate coaching methodology
• Goalkeeper
- Understanding the complexities of growth, maturation and their effects on the physical,
psychological, and social development of young goalkeepers
- Knowing how to maximise a goalkeeper’s potential throughout a development pathway
- Knowing how to maintain the performance of adult goalkeepers within the team context
- Setting goals that focus on the individual’s development
- Planning training sessions to improve the goalkeeper’s decision-making within the game context
- Designing training sessions to take account of differences, e.g. relative age and maturity
- Applying plans to game-related training sessions
- Evaluating training sessions within the learning climate
• Match
- Exhibiting consistent matchday behaviours in keeping with a learning climate
- Supporting player autonomy, involving players in the decision-making and problem-solving process
- Analysing the individual goalkeeper’s performance within game context
• Planning and delivering safe, age-appropriate training sessions and development plans
• Analysing training sessions and performance during matches
• Self-evaluation, reflections and the ability to adapt future planning and coaching activities accordingly
• Ability to work consistently with goalkeepers on all aspects of their development
15
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Coaching Convention
UEFA Goalkeeper A Diploma
UEFA COACHING CONVENTION UEFA GOALKEEPER A DIPLOMA
Introduction
We hope that national associations will draw on these to design qualifications that fit the
needs of their football coaches. Professional judgement based on the association’s own
experience, expertise and local knowledge is not only encouraged but central to this process.
Finally, this guide provides a framework of UEFA Goalkeeper A diploma course modules and
competences (including specifically women’s football competences), delivery methods and samples
of ready-to-use content that national associations can draw on when developing their curriculum.
Specificities of goalkeeping in women’s youth and senior elite or professional football
• Training aimed at female elite/professional goalkeepers is based on creating an effective

coaching programme to enhance their holistic performance, identified in the technical-tactical
analysis of the game and the goalkeeper’s physical or mental characteristics. It is essential to
know these players well.
• The goalkeepers' specificities need to be reinforced and emphasised in in training and matches,
to increase and maintain their performance at the elite/highest level, and advice on teaching and
coaching provided for the coach.
• At this level of training and competition, it is necessary to work on goalkeeping specificities in
reality-based sessions, to optimise performance in positional and team systems.
• These indicators are not exhaustive, but provide food for thought for coaches involved in the
UEFA Goalkeeper A course, so that they can take account of women’s characteristics and the
work still to be done in the technical, tactical, athletic, mental, and social areas to make female
goalkeepers even better.
2
Specialised goalkeeper coach

Competences
• Effectively performing the role of a specialised coach working with elite youth and adult professional
goalkeepers*1
• Effectively operating within a group of support staff to help the head coach fulfil the club’s aims
• Creating a positive environment that promotes high levels of performance
• Managing the club’s expectations of the goalkeeper’s performance
• Continually challenging the performance parameters to enhance progress*2
• Remaining professional in all aspects of behaviour on and off the pitch
• Understanding, managing, and dealing with high levels of pressure and workload

*1 Demonstrating how to take account of the specificities of elite/professional female goalkeepers
*2 Applying interventions that take account of the specificities of female goalkeepers
Delivery methods
*1 Describe the specific social, psychological, physical, technical, and tactical attributes of female elite/
professional goalkeepers
*2a Based on *1, observe female goalkeepers in action in elite/professional environments
*2b Discuss how the characteristics observed in *1 can be developed further

Competences
• Applying the reality-based learning philosophy that influences the development and maintenance of
the goalkeeper’s performance*3
• Applying various teaching and learning styles (coaching models) as appropriate
• Coaching the goalkeepers in a manner appropriate to the needs of the team’s performance, with a clear
understanding of how the activities apply to game situations*4
• Evaluating and measuring the outcomes achieved

*3 Continually recognising and prioritising the specificities of female goalkeepers and utilising this
information to design training interventions
*4 Examining the specificities in coaching methodology and female goalkeeper needs
Delivery methods
*3a Utilising the information from *1 and *2, prioritise training needs based on observation
*3b Utilising the information from *1 and *2, create game situations appropriate to the needs of female
goalkeepers
*4 Considering the specificities of female players, develop a coaching philosophy that meets the needs of
the goalkeeper
Competences
• Communicating effectively with the head coach and other support staff to create a high-performance
environment
• Continually communicating with the goalkeepers to support their own individual development plans
• Influencing the goalkeeping development strategies for underage teams
• Supporting the development of goalkeeper coaches working with underage teams
3
Goalkeeper
Module – Knowing the goalkeeper
Competences
• Understanding the profile and role of the goalkeeper based on the tactical expectations of the team in
a variety of competitions*5
• Designing an effective support environment to enhance each goalkeeper’s overall performance
• Agreeing, implementing, reviewing and adapting objectives to continually improve goalkeepers’
individual development plans
• Managing the goalkeeper’s own expectations and those of their support network

*5 Understanding how the physical characteristics and level of female goalkeepers influence tactics
Delivery methods
*5 Debate how fitness development impacts the female goalkeeping gameplay and game tactics
Module – Talent identification and recruitment

Competences
• Understanding the club’s goalkeeper profile and how it fits into the overall recruitment strategy*6
• Cooperating with everyone involved in spotting and recruiting talented goalkeepers*7
• Understanding what constitutes a successful development pathway for goalkeepers, based on data and
research*8
• Helping to design the club’s own talent development pathway for goalkeepers
*6 Creating a female goalkeeper profile

*7 Sharing the specificities of talented female goalkeepers to optimise the talent identification process
*8 Creating a successful development pathway for female goalkeepers
Delivery methods
*6 Using the information from *1 and *2, create a holistic goalkeeper profile and use it to support female
talent identification (optimisation)
*7 as in *6
*8a Using the information from *1, *2 and *6, develop a female goalkeeper development pathway
*8b Discuss the specificities of women’s development pathways
Module – Technical and tactical development

Competences
• Enhancing the goalkeeper’s technical abilities to develop and maintain performance levels as part of an
effective team
• Ensuring the goalkeeper understands and positively influences the tactical strategy defined by the
management team*9
*9 Showing how the characteristics and level of female goalkeepers influence tactics
Delivery methods
*9a Debate how the characteristics and level of female goalkeepers influence team tactics
*9b Discuss how to improve communication by female goalkeepers to positively influence team tactics
4
Technical development
• Enhance the technical qualities of the female goalkeeper to enable her to perform as part of an
effective team at the elite/professional level of the women’s game.
• Emphasise performance qualities (look for perfection) under game pressure (time, speed and stress) of
the goalkeeper, focusing on:
- 1v1 technique (position/decision/action)
- Dealing with crosses (positioning/timing/physical challenge)
- Special attention to backwards movement/running in combination with jumping
- Defending the goal from shots (timing to execute jumping technique)
- Defending the space (position/decision-making/action)
- Passing qualities in possession and restarts
- Goalkeeper identifying transitional opportunities from defence to attack
• Gradually optimise the technical performance level of the female goalkeeper under game pressure
(reality-based training) to meet the requirements of the elite/professional level of the women’s game.
• Be aware that the differences in execution sometimes observed between male and female goalkeepers
are due to the fact that most goalkeeper actions are a combination of technical and physical skills,
especially strength and speed.
• Focus on the high technical demands in the game – with goal-setting (speed, time, and intensity), always
adapted to the competition, performance level and the female goalkeeper’s individual physical qualities
and mental strength.
Tactical development
• Understand and develop knowledge of different systems of play and how these impact the goalkeeper’s
role (direct/possession-based play).
• Enhancing the knowledge and understanding of attacking and defensive decision-making in progressive
reality-based training (isolation/integration/implementation), including transition moments.
• Plan tactical sessions in coordination with the head coach to enhance the confidence of the female
goalkeeper to perform under game pressure.
• Gradually optimise the tactical performance level of the female goalkeeper under game pressure in
reality-based training to meet the requirements of the game at the elite/professional level.

Adopt a teaching approach on and off the pitch that includes the following:
• Organise individual meetings with the goalkeeper to present key aspects of the tactical plan, i.e.
position of the defensive line and how the goalkeeper can influence tactical strategies.
• Introduce the training session with a briefing on the objectives of the session and key players.
• Use video analysis to give feedback on training sessions (to anchor or regulate) and on games (individual
or collective feedback depending on the needs).
• Accentuate the work on positional play and decision-making by the goalkeeper in reality-based sessions
and matches.
• Bear in mind the competition and performance levels as well as the male and female goalkeepers’
physical capacity and mental strength when teaching situational play.
Further reading
https://uefatechnicalreports.com/uefa-womens-euro-2022
https://uefatechnicalreports.com/uwcl-2022
5

Competences
• Understanding and evaluating the intensity and scheduling of competitive games and the effects on
goalkeepers’ physical performance
• Identifying, developing and improving physical components that will enhance the goalkeeper’s technical
and tactical performance*10
• Improving goalkeepers’ overall fitness levels in an effective, cohesive partnership with other specialised
staff*11
• Planning, delivering and reviewing field-based and gym fitness training sessions, taking account of the
physical goal of the session, expected physical load, appropriate content, exercises and recovery*11
• Applying injury risk-management strategies*12
• Demonstrating and applying fitness tests to assess fundamental physical qualities and readiness to
perform*13
*10 Emphasising differences in strength and power between male and female goalkeepers and implications
for training
*11a Adapting the training workload and recovery of female goalkeepers, taking account of the possible need
to balance full-time professional/academic life with football
*11b Understanding how a fitness training programme can be created specifically for a female goalkeeper
*12 Understanding goalkeeper-specific injury risk factors and how to adapt training interventions accordingly
*13 Ensuring fitness testing results are compared with contemporary female goalkeeper reference values
Delivery methods
*10 Discuss differences in the strength and power capacities of male and female goalkeepers
*11a Discuss and explain how training load may need to be adjusted for female goalkeepers with full-time
professional or academic commitments
*11b Debate the similarities and differences between fitness programmes for male and female goalkeepers
*12 Discuss how to design and implement individualised injury risk-management programmes
*13 Review the most recently published data on goalkeepers and discuss the differences between male and
female goalkeepers and possible implications for practice
*10 There are physical differences between men and women. Skeletal muscle mass and distribution differ
between the sexes. Female players often have less total and lean body mass, a higher proportion of body fat,
and a smaller muscle fibre cross-sectional area. These differences between the sexes translate to differences
in physical performance. Research has shown that female players generally have lower endurance and exhibit
strength more than their male counterparts. This is especially important to consider for female goalkeepers.
So, in practice, it is important to know that both men and women can considerably increase muscle strength
and size with resistance training. This is likely to also improve female players’ ability to produce power, since
muscle strength and power are correlated.
Takeaway
• Coaches should understand that resistance training leads to similar relative increases in muscle strength
and hypertrophy in both women and men.
Further reading
6
*11a Dual career

leagues around the world. However, not all countries have professional leagues, so many players still need to
balance football with work commitments. Similarly, many younger players must balance football with academic
commitments. The combination of a playing career with work or education is known as a ‘dual career’.
Dual careers can present potential challenges for female players, such as limited time, conflicting expectations,
social pressures and increased travel commitments. However, it should also be recognised that there are
benefits to a dual career, such as expanded social networks and support systems, reduced stress through
the ability to focus on different areas, a more balanced lifestyle, higher employability prospects and
increased longevity in the sport. Individualised training programmes should take account of players’ specific
commitments. It is imperative to ensure that dual career players still have sufficient time for rest and recovery,
both physical and psychological.

Pregnancy and childbirth cause many physiological, musculoskeletal, and psychological adaptations, and some
of these effects can last 12 months after the birth. Consequently, it is important to consider how to individualise
returning players’ training and support programmes. Women must adapt their training activities (reduced
volume and intensity) during and after pregnancy to minimise any adverse effects on maternal and foetal health
outcomes and reduce their risk of injury. The time taken to recover from pregnancy and childbirth will vary but,
in some cases, elite players have returned to some level of physical activity less than six weeks after the birth.
However, the long-term health impacts of returning to high-impact activity too soon are unknown.
Moderate training/exercise, even football specific, can be beneficial under strict medical supervision if physical
contact is avoided. However, UEFA does not recommend active participation in matches, due to the possible
risks for both mother and foetus.
Training and recovery

Training and recovery should be individualised for each player based on their specific situation. In female
players this should be a particular point of focus as there is often greater disparity than for male players due to
differences in training history and current training workloads due to differences in part-time/full-time set-ups.
Takeaways
multidisciplinary team.
Further reading
Journal of Strength and Conditioning Research. 34(5):1448–1460. doi: 10.1519/JSC.0000000000003521. PMID: 32218059
Dual Career Guides. The English FA. https://www.thefa.com/news/2021/mar/10/fa-launches-dual-career-guides-20210310
Exercise and Sport Science Reviews, 50(1), 14–24. https://doi.org/ 10.1249/JES.0000000000000274
7

site in male players. The most burdensome injuries (time lost from training and matches) for female players
are those to the knee (mainly the ACL) and ankle ligaments and the quadriceps and hamstring muscles.
a major risk factor, with a 74% increased risk reported in youth players with a history of at least one previous
injury. Similarly, a ninefold increase in knee injuries has been reported in senior players who had previously
suffered an ACL injury. Other factors have been shown to increase the risk of lower-limb injury, including
poor lower body strength, knee malalignment, decreased knee and hip flexion angles on landing, joint
hypermobility, increased age, high training/match exposure and higher competitive level.
There is currently a lack of research into whether there are differences in injury patterns for different playing
positions. The above information therefore relates to players in all playing positions rather than goalkeepers
specifically.

return to play milestones. The programme is normally run by the medical staff and physical trainer, and
supported by sports psychology and sports nutrition practitioners.
High training or match exposure is also a risk factor for injury, and research shows a greater incidence of injury
as competition levels increase. This is of particular importance for female players who often transition quickly
through age groups, with youth players often featuring in senior teams. To minimise the risk of injury, it is
important to effectively manage match and training load for youth players, particularly if they are required
to compete for multiple representative teams. It is important to adopt a multidisciplinary approach to the
management of match and training load, with clear communication pathways between technical, medical and
fitness staff.
At the professional/elite level, a more individualised injury risk-management strategy should be developed
in collaboration with medical/fitness staff to supplement the commonly used exercise-based injury risk
management programmes, such as FIFA ‘11+’, Prevent Injury and Enhance Performance (PEP), Knäkontroll and
Footy First.
Takeaways
crucial.
• An individualised risk management strategy should be designed in collaboration with medical/fitness staff.
Further reading
Sports Medicine, 51, 423–442. https://doi.org/10.1007/s40279-020-01401-w.
A Narrative Review. Sports Medicine, 51 (7), 1377–1399. https://doi.org/10.1007/s40279-021-01458-1.
Scandinavian Journal of Medicine and Science in Sports. 30(5):947–957. doi:10.1111/sms.13644.
8
*13 Physical requirements

The physical requirements for a goalkeeper are vastly different from those for outfield players, due to the
differences in the tactical roles. It is therefore important for the results of any fitness testing to be interpreted
appropriately. For example, there may be more emphasis on a goalkeeper’s countermovement jump score
than on their performance on the Yo-Yo test. There may even be the possibility for goalkeepers to complete a
number of different, more specific tests, rather than the generic tests used for outfield players. The women’s
game is constantly evolving, so it is important for fitness testing results for female players to be compared
with contemporary sex-specific reference values. Fitness testing results should be used when designing
individualised training programmes.
Takeaways
• The goalkeeper’s tactical role is different from that of outfield players, so the types of fitness tests
undertaken may also vary.
• It is important to use contemporary reference values for physical fitness testing data, due to the fast
Further reading
UEFA (2022). UEFA Women's Champions League Physical Analysis. A comparison between 2019/20 and 2020/21.
Lockie, R.G. et al. (2018). The physical and athletic performance characteristics of Division I collegiate female soccer players by position. Journal of
Strength and Conditioning Research, 32(2), 334–343. https://pubmed.ncbi.nlm.nih.gov/27398916/

Competences
• Awareness of the strengths and weaknesses of a goalkeeper’s personality traits and how they affect
performance*14
• Understanding cognitive abilities and how they apply to decision-making
• Using methods to ensure the goalkeeper’s leadership qualities and composure are enhanced and
maintained when under pressure
• Developing the goalkeeper’s ability to deal with potentially negative experiences and continually shift
to a positive mindset*15
*14 Knowing the impact of confidence, self-esteem, and fixed and growth mindsets on performance
*15 Understanding the specificities in female goalkeepers’ stress responses and helping them to develop
suitable mental skills to cope with the stress
Delivery methods
*14a List and debate the personality traits specific to female goalkeepers
*14b Determine which aspects are influenced by the social and the psychological elements of the game
*15a Identify the negative circumstances that female goalkeepers may experience and provide them with the
mental tools to deal with them
*15b Discuss how the psychological differences identified in *14 and *15 impact mindsets
9
Psychological and social characteristics and performance of female goalkeepers

Female goalkeepers can have very high expectations and aspire to perfectionism, sometimes too much! We
consider perfectionism to be too high when it leads to high levels of anxiety and difficulty tolerating mistakes,
which are nevertheless inherent in the sports context. Goalkeepers aspiring to perfectionism have increased
levels of anxiety and find it difficult to deal with their mistakes. In terms of their psycho-social skills, female
goalkeepers place a great deal of importance on the relationships and the responsibility they have towards
their team-mates. The fear of disappointing others can be significant.
Practical advice to help female goalkeepers develop their mental skills

Perhaps more than any other player, female goalkeepers need to develop their mental skills (concentration,
confidence, emotional regulation and stress management) because they occupy a position of high
responsibility, are very exposed, and unconsciously communicate their emotions to the other members of the
team, who seek serenity and confidence from their goalkeeper. It is therefore particularly important to get her
to develop the mental skills mentioned above.
1. To improve her concentration, teach her to do the following:
• Identify her distractors, during both training and matches.
• Target the points of effective attention for the task.
• Balance her internal and external information intake, which is unbalanced in stressful situations.
• Switch between periods of low, moderate or intense concentration.
• Strengthen her attentional endurance by integrating targeted distractors into training sessions.
2. To improve her confidence:
• Give her the opportunity to regularly self-assess, focusing primarily on what she has done well so that
she can strengthen it.
• Use positive feedback to reinforce good behaviour and focus attention on the right thing to do.
• Use positive feedback from the team that shows that the other team members are confident,
understanding and supportive of their goalkeeper no matter what the situation is.
• Avoid inappropriate comparisons or unsuitable training situations that put the goalkeeper in repeated
situations of failure.
• Nevertheless, regularly and gradually put the goalkeeper in situations of stress and complexity to help
her develop her resources and learn how to overcome challenges!
3. To develop emotional regulation and stress management:
• Provide emotional regulation tools (breathing, positive emotional grounding, self-talk) and always
associate them with attention regulation techniques. Emotional management is greatly improved when
it is associated with concentration: “I can distract myself from my own negative emotions if I have
anticipated what to focus my attention on so that I remain effective in the task”.
• Make goalkeepers aware of the fact that their emotions can spread to their team-mates. Help
her develop a posture of assurance and confidence so that this is communicated to her team,
even in complicated situations. Moving from an ego-centred emotional posture (my failures, my
disappointment, my anger, etc.) to a hetero-centred posture (my emotions at the service of the team)
helps them overcome individual difficulties.
• Help them to balance the perception of demands and resources to promote the full commitment of
goalkeepers in high-stakes situations.
• Similarly, it is important to help them develop effective coping strategies that they can use in
challenging situations: analysis and problem-solving, increasing effort, optimising attention, seeking
support, imagery, activation, relaxation, etc.
Further reading
Hanin, Y. and Hanina, M. (2009). Optimization of performance in top-level athletes: an action-focused coping approach.
International Journal of Sports Science & Coaching, 4(1), 47–91. https://doi.org/10.1260/1747-9541.4.1.47
Villemain, A. and Hauw, D. (2014). A situated analysis of football goalkeepers’ experiences in critical game situations.
Perceptual and Motor skills, 119(3), 811–824. https://doi.org/10.2466/25.30.PMS.119c30z0
West, J. (2018). A review of the key demands for a football goalkeeper. International Journal of Sports Science & Coaching, 13(6), 1215–1222.
https://doi.org/10.1177/1747954118787493
10
Competences
• Moulding the goalkeeper into a strong integrated team member through positive behaviour, actions,
and communication
• Ensuring the goalkeeper understands how positive lifestyle and social behaviours affect performance*16
*16 Ensuring female goalkeepers understand the impact of social media and how they can affect
performance levels at the highest level of women's football
Delivery methods
*16 Discuss how social media impacts the lifestyle, social behaviours and performance of female
goalkeepers at the highest level
11
Competences
• Awareness of analysis and understanding how it affects the way training sessions are designed
maintaining goalkeepers’ performance levels*17
• Designing problem-solving training sessions, to allow the goalkeeper to develop decision-making and
communication, based on tactical solutions
*17 Understanding the technical, tactical, physical and psychological requirements when creating sessions,
to develop and maintain goalkeepers’ performance levels at the highest level of the women’s game
Delivery methods
*17 Discuss differences between male and female goalkeepers and how they might influence tactical and
technical performance. Aspects to take into consideration:
- The goal is proportionally bigger for women than for men
- Women have smaller hands than men
- Physical differences in men and women influence the positioning of the goalkeeper (kicking power,
jumping power, speed strength, speed 'from the goal' and 'retreating to the goal')
- Most of the goalkeeper's actions are a combination of technical and physical skills (especially
strength and speed)

Competences
• Creating and implementing an integrated annual periodisation plan, based on the team’s overall plan
• Outlining a clear purpose and objectives for training that underpin the design of session plans for
• Preparing, executing and reviewing training sessions in conjunction with key staff members
• Influencing the design of goalkeepers’ individual performance plans*18

*18 Creating performance plans that take account of the specificities of female goalkeepers
Delivery methods
*18 Utilising the information from *1 and *9–13, create individual performance plans for female goalkeepers
Module – Motivational learning climate

Competences
• Building confidence and providing knowledge and opportunities for goalkeepers to develop their own
individual decision-making in conjunction with team tactical plans
• Motivating, inspiring and stretching goalkeepers during training sessions
• Supporting an environment in which a winning mentality is developed and encouraged
• Constantly reviewing and reflecting to enhance overall performance
12

Competences
• Ensuring goalkeeper health and welfare*19

• Applying a multidisciplinary approach to promoting the health and performance benefits of good
lifestyle habits, e.g. nutrition, hydration and sleep
• Knowing the club's or organisation's code of conduct and acting accordingly

*19 Ensuring a multidisciplinary approach to all aspects of women's health (i.e. menarche, menstrual cycle, low
energy availability, iron status) is adopted, highlighting potential implications for performance
Delivery methods
*19a Discuss contemporary scientific literature and specifically highlight the ambiguity relating to the menstrual
cycle and performance/risk of injury
*19b Discuss the pros, cons and feasibility of tracking menstrual cycles

might influence performance positively or negatively. Hormonal fluctuations could provide windows of
opportunity for training adaptations or have a negative impact on an individual’s training programme. This
might be especially applicable in professional/elite environments where there may be opportunities to train
players individually or in small groups based on menstrual cycle phases or symptoms. However, research in this
area is currently limited, in terms of both the quality and quantity of articles. There is currently insufficient
evidence to justify systematically modifying training programme content to take account of menstrual cycle
phases. The menstrual cycle is highly individual to each woman and, while some players may experience
disruptions in training and performance during their cycle, it is important to remember that Olympic and
World Cup winning performances have been achieved during all phases of the menstrual cycle.

with a lot of variety, especially when they consistently include knee-stability exercises, are best at reducing the
risk of injury in female players regardless of their menstrual cycle phase.

13
Takeaways
performance.
• Nutritionists and fitness staff should work together to provide suitable nutrition strategies so that
players’ energy intakes match the demands of training/competition.
Further reading
Orthopedic Journal of Sports Medicine. 21;5(7) doi:10.1177/2325967117718781
Science & Medicine in Football. 6: 153–158 https://doi.org/10.1080/24733938.2021.1921248
Sports Medicine. 51(7):1377–1399. doi:10.1007/s40279-021-01458-1
Current Epidemiology Reports. 8:9–19
14
Match
Module – Goalkeepers
Competences
• Understanding the goalkeeper’s role and actions based on a variety of situations relating to their own
team and the opposition, throughout the match
• Supporting player autonomy, involving goalkeepers in decision-making and the problem-solving process
• Ensuring elite youth goalkeepers have an opportunity for effective game time as part of their final
development phase
Competences
• Preparing goalkeepers for matches within the team context in cooperation with other support staff
• Providing advice and support for the head coach as necessary
• Analysing and evaluating performance as part of an integrated management team*20
*20 Analysing and evaluating the female goalkeepers’ performance in cooperation with other staff
members to manage and gauge tactical strategy and expectations
Delivery methods
*20 Discuss and identify the characteristics of elite female goalkeepers in matches and how analysis and
evaluation can help gauge and manage staff expectations of performance
15
Assessments
Theory: The goalkeeper coach must be able to Practice: The goalkeeper coach must demonstrate an
understand and explain the following: ability to apply the following principles:
• Specialised goalkeeper coach

- Evaluating the weaknesses and strengths of the team’s performance within a game context
- Creating an effective high-performance environment
- Using the appropriate methodology to enhance performance levels
- Collaborating effectively with other support staff, as part of the management team
- Advising and supporting the club recruitment policy for goalkeepers
- Leading and advising on the overall club goalkeeper development pathway
• Goalkeeper
- Developing and maintaining a high-performance programme for adult professional goalkeepers
- Implementing individual goalkeepers’ personal development plans
- Maximising the potential of elite youth goalkeepers
- Developing and executing a plan to ensure goalkeepers with real potential receive sufficient game
time to assist in their transition from elite youth to the senior team
- Designing integrated training plans to take account of differences in maturation, and ability levels
- Planning sessions to maximise the goalkeeper’s performance within the game context
- Executing plans to develop and maintain the individual skills of the goalkeeper to maximise team
performance
- Evaluating the goalkeeper’s performance in training sessions in preparation for matches
• Match
- Exhibiting consistent matchday behaviours in keeping with expectations when working in a high-
performance environment in the game
- Exhibiting a positive supporting role within the team management group
- Supporting player autonomy, involving goalkeepers and players in a decision-making and problem-
solving process based on tactical plans
- Analysing the team’s performance with specific attention to the goalkeeper’s role
• Creating and implementing an appropriate annual periodisation plan, related to training sessions,
matches and personal development plans
• Analysing, reviewing, and collating data on training sessions and match performance
• Self-evaluation, self-reflection, and the ability to adapt future planning and coaching activities
accordingly
16
UEFA
ROUTE DE GENÈVE 46
CH-1260 NYON 2
SWITZERLAND
TELEPHONE: +41 848 00 27 27
TELEFAX: +41 848 01 2727
UEFA.com

Uefa Women S Football Competence Frameworks

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Uefa Women S Football Competence Frameworks

Uploaded by

Copyright:

Available Formats

Coaching Convention

Specificities of women’s grassroots football

Module – Philosophy, values and beliefs

• Understanding the role of a grassroots coach

Women’s football competences

*1 Knowing nuances exist between male and female players

Module – Teaching methodology: art of coaching

• Knowing different coaching models

Women’s football competences

*2b Discuss how these particularities change with age

Module – Knowing the players

• Acknowledging and respecting individuality (person first)

Women’s football competences

*3 Adapting communication styles to meet the specific needs of female players

*3 Discuss the differences in communication needs of male and female players

Module – Individual football skills

• Developing the player’s individual technique, tactical skills, collaboration, etc.

Module – Fitness development

• Knowing the key characteristics of growth and maturation in young players*4

Women’s football competences

Module – Psychological development

Women’s football competences

Module – Social development

Women’s football competences

*7 Understanding the impact of maturation on social groupings

*6 Discuss the emotional development of female players

*7 Describe the impact of socialisation on female players

Module – Session design and organisation

Creating the right structure for grassroots sessions:

Women’s football competences

*8 Understanding the facility needs of female players

Module – Planning, delivering and reviewing

• Demonstrating competence in short- and medium-term planning

Module – Motivational and learning climate

Creating a motivational and learning climate with the following components:

Module – Health and welfare

• Ensuring player health and welfare*9

Women’s football competences

*9a Discuss the various factors of women’s health

• Understanding and teaching the basic principles of attacking, defending, transitions

Women’s football competences

Module – Playing formats

Module – Match environment

• Dealing with matchday behaviours

Football and social responsibility (FSR)

• Understanding the role of the coach in

• Providing a safe and empowering football

• Promoting better health, active lifestyles and

• Promoting the concept of environmental

WE CARE ABOUT FOOTBALL

Specificities of women’s amateur football

Module – Philosophy, values and beliefs

• Understanding the differences between coaching at amateur and elite levels*1

Women’s football competences

*1 Understanding the specificities of player development pathways

*2 Create a coaching programme for amateur and elite female players

Module – Teaching methodology: art of coaching

• Understanding various teaching and learning styles (coaching models)

Women’s football competences

*3 Understanding how to adapt coaching methodology to player needs

*3a Define your coaching methodology

Module – Knowing the players

Women’s football competences

17 Apply lessons from 5 and *6 to reality-based coaching