Co-Director of a movement and athletic company seeking to improve 3–6-year-olds movement and athletic movements. The aim is to apply both practical and theoretical knowledge to support young children in their development from a young age to support their early journey and association with physical activity. Initial market research from parents within the area suggested there was a need for high-quality provision outside of school for young children, particularly on a weekend.Both directors are responsible for the running of the sessions to ensure inspiring and high-quality activities are delivered on a Sunday. The role of co-director has included initial promotion, advertisement and running of taster sessions to generate numbers to start in January. Furthermore, a detailed business plan has been put together to support and sustain future success whilst a wider perspective of expanding the business has been included. From an admin perspective, booking systems, accounting software is being utilised to support day-to-day tasks to improve productivity of the workload between the co-directors.

Undertaking and finishing a Physical Education PhD, with a dual role of teaching and carrying out research at the Grammar School at Leeds. The research has focussed on enacting a new curriculum direction across the primary and secondary schools to support their children's journey with Physical Literacy. The work has considered the individual contexts of the school and PE teacher perceptions of where the subject could go. In addition, a co-production process has been used to create a movement and athletic development program for both the primary and secondary with the school's PE teachers to support the enactment of a Physical Literacy journey. The program has been embedded into the schools PE curriculum alongside child-friendly assessment tools to measure its impact as part of a randomised control trial. Overall, the PhD has supported the enactment of a Physical Literacy PE curriculum working closely with the PE leads and Directors of Sport in the creation of curriculum development, policy documents, schemes of work and pedagogy and assessment frameworks to support the new direction. Furthermore, the co-produced work of the ‘Love2Move’ program is seeking to benefit close to 500 pupils in their physical activity and health outcomes. Alongside the role of conducting research, responsibilities have included teaching across the primary (nursery – Year 6) and secondary schools PE, Swimming, Games and extra-curricula programs for the past three years. More specifically, teaching in PE has covered a broad range of topics from nursery to year 6 supporting the swimming provision, gymnastics and new physical literacy units of work. Moreover, help has been given to the Primary PE lead to support his vision of providing equal opportunities for both girls and boys in their games and fixtures. This has included coaching and managing multiple sport teams to both regional and national success, whilst supporting the participation of of all pupils.

Alongside carrying out my dual role as a PhD scholar and working within GSAL, additional work has been taken within the university to support the teaching of their Physical Education Degree Course. Lecturing hours have include teaching PE and Sports Pedagogy and Research Methods to various levels of students. Further responsibilities have included marking students work and providing feedback to support them with their future studies. Supporting the university's commitment of enabling final-year students to use staff-projects for their dissertations, a number of students are supporting the enactment and evaluation of some of the PhD work. Supervision has included support sessions for the students in preparing to write their dissertations and managing and overseeing their data collection procedures ethically.

Took on the lead role, coordinating the ‘Move to Sport’ project at Leeds Beckett University. The purpose of the study was to evaluate the feasibility of a co-produced movement and athletic development intervention (Love2Move) within a secondary school setting to improve the transition of primary pupils. As the project lead, responsibility was initially given to promote and advertise the project to the universities' partnerships and links. Following the recruitment of ten secondary PE teachers from different schools, logistics was organised to facilitate multiple twilight sessions at the university to support the co-production process. The role included supporting the Project Managers in designing and developing the twilight sessions and supporting materials. Throughout the twilight process and the delivery of the Move to Sport intervention, data collection and management was handled by the project lead. The process of the project included constant communication, liaising and rapport building with the practitioners to ensure they were confident with the research process and the delivery of ‘Love to Move’. Following data collection of the project, worked alongside and co-authored two journal articles of the project.

Took the lead role in managing and overseeing the logistics of Leeds Beckett and Nike ‘MOGBA’ large-scale project. MOGBA, ‘Movement Orientated Games Based Assessment’ is a resource designed to support the delivery of Primary PE by positively impacting upon movement competency. Nike and Leeds Beckett University wanted to run a randomised control trial with sixteen primary school to determine its impact. The role initially included supporting the digital creation of the resource cards, recruiting and communicating with schools to receive consent of over 450 primary pupils. Following this, further communication was needed to organise with the participating schools appropriate times to run pre and post-assessments alongside appropriate times for half of the schools who would receive MOGBA on a weekly basis. Further collaboration and communication was needed to train eighteen research assistants to support the assessments and delivery of MOGBA to ensure high-standards were met in line with the projects guidelines. During the pre/post assessment dates, lead role was taken to collect the data of over 450 pupils across the primary schools involved. The success of the project has been evidenced at national conferences asserting the impact of the intervention upon primary pupils movement competency outcomes.

Undertaking and finishing a Physical Education PhD, with a dual role of teaching and carrying out research at the Grammar School at Leeds. The research has focussed on enacting a new curriculum direction across the primary and secondary schools to support their children's journey with Physical Literacy. The work has considered the individual contexts of the school and PE teacher perceptions of where the subject could go. In addition, a co-production process has been used to create a movement and athletic development program for both the primary and secondary with the school's PE teachers to support the enactment of a Physical Literacy journey. The program has been embedded into the schools PE curriculum alongside child-friendly assessment tools to measure its impact as part of a randomised control trial. Overall, the PhD has supported the enactment of a Physical Literacy PE curriculum working closely with the PE leads and Directors of Sport in the creation of curriculum development, policy documents, schemes of work and pedagogy and assessment frameworks to support the new direction. Furthermore, the co-produced work of the ‘Love2Move’ program is seeking to benefit close to 500 pupils in their physical activity and health outcomes. Alongside the role of conducting research, responsibilities have included teaching across the primary (nursery – Year 6) and secondary schools PE, Swimming, Games and extra-curricula programs for the past three years. More specifically, teaching in PE has covered a broad range of topics from nursery to year 6 supporting the swimming provision, gymnastics and new physical literacy units of work. Moreover, help has been given to the Primary PE lead to support his vision of providing equal opportunities for both girls and boys in their games and fixtures. This has included coaching and managing multiple sport teams to both regional and national success, whilst supporting the participation of of all pupils.

Director of Primary PE Consultancy ‘LCP Sports’ to support schools with their curriculum development. One school, in particular, supported the process of preparing them for an OFSTED deep dive. This included working with their PE lead and Head-Teacher creating a curriculum development plan, curriculum policy documents, schemes of work and establishing an assessment framework. Preparation for OFSTED included delivering CPD to staff to become more confident and knowledgeable with their delivery across the school. The success of this process was demonstrated by the OFSTED inspection through staff confidently delivering their PE lessons, pupils clearly articulating the aims of the subject and the PE lead rationalising their curriculum journey against their context and pupil needs. Alongside consultancy work, further support was provided to co-teach and lead PE teaching alongside providing a wide range of extra-curricula activities. Director of the consultancy, further responsibilities included creating relevant school and business policy documents to protect the integrity of the business. In addition, financial admin work included invoices being sent to schools every month whilst accounting the businesses income and expenditure.

Recruited to match the high expectations set out by the company to deliver high quality PE sessions, lunchtime and afterschool clubs. Responsible for planning PE sessions from pre-school to year 6, making every lesson accessible for all, including SEND children and children with disabilities. My aim is to improve the quality and vary the range of sport following the national curriculum and to help schools with PE. After each session I self-reflect on how I can improve on what I have delivered. Whilst working alongside others in the company, I have tapped into their knowledge and experiences and used them to develop myself even further. During my short period of time with Kanga, I have worked alongside the company’s apprentices to develop their own skillsets, ideas and confidence when asked to lead parts of the session.

The role was a joint role that included leadership responsibilities to enhance the PE, Sports and Extra-Curricula activities at the school. Daily lessons were taught from nursery to year 6 with the creation of schemes of works to support the lesson delivery. Further support was given to the other coordinator to develop curriculum pathway documents and development plans. In addition, tasked with organising and leading both lunchtime and afterschool sport clubs to increase sport participation and train teams for upcoming competitions. Attended regular regional events to support the organisation of sport competitions and pathway for the school to participate in. Supported the spending of the PE premium funding every year to support sport trips, events, guest speakers and events. Furthermore, responsible for evidencing the impact of the funding on a yearly basis against the key aims and objectives of the funding. Impact of role was evidenced through highest rates of sport participation in the region, supporting the school achieve platinum schools games mark and orgainsing and hosting multiple whole-school sport days/events.

Responsible for designing, creating and leading PE sessions, lunchtime and afterschool clubs at a wide range of primary schools; delivering Lego therapy to small groups of children with behavioural needs to improve their communication skills and gain better control of their emotions; delivering and leading continuous professional development to teachers in primary school to improve the quality of physical education.More specifically, my role required me to diversify and adapt my skill set to match the individual needs of each school that I worked in ranging from inner city schools to schools in the private sector, as well as adapting my skill set to work with small groups of disabled children and adults enabling them to participate in physical activity.