Home People Dr Suzanne Everley

Dr Suzanne Everley

Reader in the Sociology of Physical Education, Activity and Health, Senior Fellow of the Higher Education Academy, Deputy Director South Coast Doctoral Training Partnership, Chair of the Association of Child Protection Professionals’ Special Interest Group Safeguarding in Sport, Development Lead for the Women’s Sport Leadership Academy

Suzi Everley

About

Suzanne is a Reader in the Sociology of Physical Education and Activity and Deputy Director for the South Coast Doctoral Training Partnership. She is programme lead for our MA in Sport Pedagogy and Physical Education. She is founder and Chair of the Association of Child Protection Professionals’ Special Interest Group in Safeguarding in Sport and an associate editor for the Child Abuse Review.

Research

Suzanne’s research interests focus on listening to children’s voices in sport, education and health contexts. At present she is conducting work for the FA concerning the centralisation of children’s voices in football from the perspectives of both players and officials. This focus considers in particular how listening to children can enhance Safeguarding in Sport. She has also completed research for the NSPCC’s Child Protection in Sport Unit.

Research methods that Suzanne favours are visual, utilising drawings, photographs and interviews to understand the basis on which experiences are constructed. She has recently published a research methodology text for Routledge entitled ‘Creative Approaches to Research in School Settings’.

Professional

Suzanne is a Senior Fellow of the Higher Education Academy. Keen to develop working relationships nationally and internationally Suzanne has presented at conferences for BERA, the ICO, ECO and ICSSA and given a keynote speech on Sport Pedagogy in ITE in Bogota, Colombia. She has also been convenor for the British Educational Research Association’s Special Interest Group in Physical Education and Sport Pedagogy. Most recently she has been part of an Expert Panel on Physical Literacy (researcher) and Working Group on Physical Literacy for Sport England. One of her current roles is as Programme Development Lead for the Women’s Sport Leadership Academy, working with Leading Edge Performance to address the under-representation of women leaders in sport.

Suzanne supervises undergraduate and postgraduate thesis study and examines doctoral, postgraduate and undergraduate programmes in sport and physical education.

Teaching

She has responsibility for the study of sociology, physical education and sport within the department and is programme leader of the newly introduced MA in Sport Pedagogy and PE.

Research Output

Articles

Everley, S. (2022) Listening to Children’s Voices in UK sports clubs: A Foucauldian analysis. Child Abuse Review. pp. 1-10. ISSN 0952-9136 10.1002/car.2753

Everley, S. (2021) Physical Literacy and the development of Girls’ Leadership: An Evaluation of the English Football Association’s Active Literacy Through Storytelling Programme. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 50 (5). pp. 668-683. ISSN 0300-4279 10.1080/03004279.2021.1898433

Everley, S. (2020) The Child Protection in Sport Unit - Supporting National Governing Bodies in Hearing the Voices of Children: An Evaluation of Current Practice. Child Abuse Review, 29 (2). pp. 114-129. ISSN 0952-9136 10.1002/car.2615

Everley, S. (2019) Understanding gendered physical activity of children: challenging binaried representation in school-based research. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 48 (2). pp. 226-238. ISSN 0300-4279 10.1080/03004279.2019.1605399

Everley, S. and Everley, K. (2018) Primary school children’s experiences of physical activity: the place of social and cultural capital in participation and implications for schools. Early Child Development and Care, 189 (12). pp. 2032-2042. ISSN 1476-8275 10.1080/03004430.2018.1431231

Everley, S. and Macfadyen, T. (2017) ‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools. Education 3-13, 45 (2). pp. 151-175. ISSN 0300-4279 10.1080/03004279.2015.1069367

Everley, S. (2014) Mirrors of the mind – an introduction to mindful ways of thinking education. British Educational Research Journal, 40 (5). pp. 914-916. ISSN 1469-3518 10.1002/berj.3103

Everley, S. (2013) Narrative pedagogy: Life history and learning. British Educational Research Journal, 39 (5). pp. 950-952. ISSN 0141-1926 10.1002/berj.3014

Book Sections

Everley, S. and Wild, A. (2020) Planning for the contribution of physical education to cross-curricular activity. In: A Practical Guide to teaching Physical Education in the Secondary School. Routledge Teaching Guides (3). Routledge, London. 9780367183936

Everley, S. and Flemons, M. (2020) Exploring and understanding your own experiences and beliefs as a physical education teacher. In: Learning to Teach Physical Education in the Secondary School: A Companion to School Experience. Learning to Teach Subjects in the Secondary School (5). Routledge, London, pp. 54-70. ISBN 9780367209629

Everley, S. (2018) Using visual methods researching with children in a primary school setting. In: Researching Difference in Sport and Physical Activity. Routledge Research in Sport, Culture and Society . Routledge, London. ISBN 9781138289963

Everley, S. and Flemons, M. (2015) Teacher Values. In: Learning to Teach Physical Education in the Secondary School. Learning to teach subjects in the secondary school series: a companion to school experience (4). Routledge, London, New York. ISBN 9781138785984

Everley, S. (2011) Evaluation of the adventure experience: the inside view, how do we make sense of evidence? In: Adventure Education: An Introduction. Routledge, Abingdon, UK. ISBN 9780415571838

Everley, S. and Wild, A. (2010) Approaches to teaching. In: Physical Education for Learning: A Guide for Secondary Schools. Continuum: Bloomsbury Publishing. ISBN 9781847065025

Conference or Workshop Items

Everley, S. (2017) Children's Perceptions of Physical Activity and Health. In: 24th European Congress on Obesity, 17-20 May 2017, Porto, Portugal.

Everley, S. (2017) Social capital and children’s experiences of physical activity- Influence of Family and Peers. In: 24th European Congress on Obesity, 17-20 May 2017, Porto, Portugal.

Everley, S. (2016) The Use of Arts Based Methods in Research – what do the children think? In: BERA Annual Conference 2016, 13th-16th September 2016. (Unpublished)

Everley, S. and Potter, J. A. (2016) Do 'Sporting' Agendas Limit Primary School Aged Girls' Physical Activity? In: XIII International Congress on Obesity, 1st-4th May 2016, Vancouver, Canada. (Unpublished)

Everley, S. and Potter, J. A. (2016) Primary School Aged Boys And Physical Activity In School Environments: Subjective Experiences And The Place Of 'Sport' In Social Identity. In: XIII International Congress on Obesity, 1st-4th May 2016, Vancouver, Canada. (Unpublished)

Everley, S. (2015) Sport Pedagogy and Initial Teacher Education in England. In: Congreso Internacional de Formativo’, July 7th-10th 2015, Bogota, Colombia. (Unpublished)

Everley, S. and Boniface, M. (2012) Developing Creativity in Learning - Linking Cultural Forms; Olympic Inspiration for Raising Standards in Art Education. In: British Education Research Association Annual Conference, 4-6 Sep 2012, University of Manchester. (Unpublished)

Potter, J. and Everley, S. (2010) Health concepts in action. In: European Congress on Obesity, 2010, Stockholm. (Submitted)

Books

Everley, S. (2021) Using Creative Arts-Based Research Methods in School Settings: Understanding and Empowering Children and Young People. Routledge, London. ISBN 9781138089440

Other department members

Adrian Penrose
Coach Development Officer (Women & Girl's)
Amber Hartigan
Lecturer in Sports Therapy
Bea Pine
Lecturer in Physiotherapy

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