Dr Suzanne Everley
Head of Sport Social Science, Reader in the Sociology of Physical Education, Activity and Health, Chair of the Anita White Foundation
Suzanne is a Reader in the Sociology of Physical Education and Activity and has worked at the University for over 15 years.
After graduating from the University of Warwick, Suzanne taught in Japan prior to returning to the UK to complete an MA in Sport, Culture and Society. She taught in Further Education for five years before completing her PhD in ‘Children’s Experiences of Physical Education’.
Joining the University of Chichester in 2002, Suzanne co-ordinated the our PGCE in Secondary Physical Education for seven years.
With increasing responsibility to lead research within the department Suzanne became a Reader in the Sociology of Physical Education and Activity in 2017.
Suzanne’s research interests focus on children’s experiences of physical education, physical activity and health. Suzanne uses ideographic tools utilising drawings, photographs and interviews to understand the basis on which children’s experiences are constructed.
Her current work particularly focuses on social, cultural and physical capital in relation to physical activity.
Keen to develop working relationships nationally and internationally Suzanne has presented at a number of annual conferences (British Educational Research, International Congress on Obesity, European Congress on Obesity, International Council of Sport Science and Physical Education) and has given a keynote speech on Sport Pedagogy in ITE in Bogota, Colombia.
She is currently convenor for BERA’s Special Interest Group in Physical Education and Sport Pedagogy.
Working with colleagues across her discipline, Suzanne has been an external examiner for Reading (PGCE PE), Christ Church Canterbury (PGCE PE and Teach First) London Metropolitan and Loughborough universities (PGCE/MSc in Education with QTS). She currently fulfilling this role for the BA, Physical Education and Sport and PGCE Secondary Physical Education at the University of Greenwich.
An advocate of sharing practice, Suzanne has been part of a team running workshops for ITE (PE) in Iraq as part of an EU funded British Council/Youth Sport Trust project alongside colleagues from Sheffield Hallam University.
She has responsibility for the study of sociology of physical education and sport within the department and is programme leader of the newly introduced MA in Sport Pedagogy and PE.
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
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)
Everley, S. (2021) Using Creative Arts-Based Research Methods in School Settings: Understanding and Empowering Children and Young People. Routledge, London. ISBN 9781138089440