Caroline Langford

Curriculum Activities

Caroline Langford is an academic in Physical Education (PE) with responsibilities spanning both Education and Sport. She lectures on the PE with QTS course and leads the Independent Sport Foundation Year (ISFY), where she oversees programme design, timetabling, staffing, quality assurance, and ongoing performance monitoring. Her teaching specialisms include curriculum gymnastics and performance, alongside the pedagogy of coaching and aesthetic activities. She is Module Lead for Practical Sport, Health and Sport Science; Academic Study Skills; and Coaching Theory and Practice, ensuring strong integration between theory and practice.

Caroline places equal weight on academic development and pastoral care—shaping inclusive learning environments, responding to diverse learner needs, and building a strong sense of belonging. She contributes to the wider university through active involvement in the Mental Health Charter and Equality, Diversity and Inclusion groups. Her previous leadership as Head of Performing Arts informs a practice-driven approach that connects PE, creativity, and student enrichment.

Keywords: Physical Education (PE), QTS, pedagogy, curriculum gymnastics, aesthetic activities, coaching, programme leadership, student experience, EDI, Mental Health Charter.

Research Interests

Caroline Langford’s research sits at the intersection of PE policy, curriculum design, and population health. She examines how different curriculum models—national and international—shape health outcomes when translated into PE policy and practice. While her work is globally oriented, she focuses in particular on the Welsh Health and Wellbeing curriculum as a culturally responsive framework that integrates education and health policy to address systemic health inequalities and poverty through a grassroots, curriculum-led approach.

Caroline also undertakes research informed by lived experience in ADHD, Autism, mental health, and wellbeing—bridging personal insight with scholarly inquiry to inform inclusive practice and policy. Her methodological expertise spans qualitative case studies, autoethnography, and realist evaluation. Current projects include authorship of a book on the lived experiences of AuDHD and an overseas placement exploring how the health objectives of PE policy are enacted in Chinese schools. She actively seeks collaboration across education, public health, and community organisations.

Keywords: Physical Education policy, curriculum models, health and wellbeing, Welsh curriculum, culturally responsive education, ADHD, Autism, mental health, qualitative methods, realist evaluation, AuDHD, international comparative education.