Talent is not a gift through genetics, but a conquest through effort.

In Marcet we make sure our players reach their maximum potential motivating them to understand the game of football in all of its aspects and to know how to play intelligently, with the ability to see, understand, decide and execute effectively and quickly.

To find talent we should not look at the beginning but at the end of a process. Talent emerges and develops as a consequence of exposing the genetic capacities (innate gifts for football) to training, practice and intelligent learning, taking into account how much the catalysts influence, positively or negatively, accelerate or inhibit the competency acquisition process. It is about the student’s awareness of their strengths and weaknesses: The player’s ability to see oneself realistically: Who am I? How am I? What do I want?

Our pedagogical process focuses on the student and the teacher’s approach. Marcet’s teachers do not teach, but help players open their eyes and mindset to more information so that they reach their own conclusions and learn for themselves. The students have to learn to learn (metacognition), since in their progress towards talent they will not always be able to have a teacher by their side. We get them to be able to progress by themselves, in their own way towards their maximum potential through any action (in matches, training or life experience) in which they are involved.


Marcet Method is a cognitive process based on neuroscience and it consists of 11 steps:

1.- Identify the competencies, knowledge, attitudes and values that within 10 years sports directors and professional club leaders in the best leagues of Western Europe will demand of players to hire them. This identification is the result of continuous work, so it is constantly updated as substantive changes in the reality investigated are identified.

2.- Weighting
. We determine for each of the competencies, skills and values identified a specific weight in relation to the speciality and position in the field of each player.

3.- Breakdown. To facilitate learning and assessment, the skills, knowledge and values identified are disaggregated and dissected in very concrete and detailed behaviors, in such a way that the teacher and the evaluator only have to verify if the student does something or not and to what degree of intensity (never, sometimes, often and always).

4.- Initial Matrix evaluation that determines the situation and real level of the player in each of the competencies, skills and values in his learning process.

5.- Determination of personalized objectives for each player, deciding jointly (student-teacher) what skills, knowledge, skills and values we want to improve and acquire for each specific student.

Personalized learning strategies. How and when to get the student to reach set objectives. We program specific training actions and a specific deadline.

7.- Action. The strategy is put into practice through exercises, games and planned activities.

8.- Reaction. We jointly evaluate (teacher-student) the errors that occur during the action to repeat it (reaction) with the appropriate corrections to which the players have arrived by their own conclusions. Therefore they act by conviction, not by instruction. Marcet teachers only induce and enlightens. If we are not getting the students to achieve the intended objectives, we will change immediately, and as many times as necessary, the adopted strategies for new ones to adapt to the cognitive process of each specific player.

9.- Matrix evaluation. Once the deadline to reach an objective is finished, the student is evaluated to see to what degree they have achieved it. When the result is satisfactory, we move on to establish new objectives.

With the Matrix evaluation, players are aware that they are acquiring new knowledge and skills, therefore motivating them to continue learning with enthusiasm, perseverance and a positive attitude. Visualize, with clarity, the result of your effort.

11.- Resolving new objectives. Teacher and player continuously establish new challenges and objectives that the student must achieve. The process is repeated in each training action. This is the circle of excellence.