Supervisory Interests and Research

My research uses diverse methodologies including grounded theory, phenomenology, phenomenography, critical theory, and post-approaches. I focus on exploring individuals' experiences in providing and seeking care, aiming to develop conceptual understanding and think with theory to offer critical insights into clinical practice. My clinical specialisation lies in musculoskeletal (MSK) care, leading me to supervise research related to MSK care and persistent pain. Additionally, I am interested in research at the intersection of art and science and co-lead the Posthuman Walking Project.

In my research journey, I have delved into conceptual investigations of abstract concepts such as the therapeutic alliance, person-centeredness, and holistic care. Moreover, I am actively involved in qualitative research within broader healthcare contexts. For instance, I am currently supervising PhD researchers employing phenomenological methodology to explore living with breast cancer and perinatal well-being.

My research expertise also extends to quantitative methodologies. My doctoral work, completed in 2014, focused on the effects of mobilization treatment, encompassing reliability and validity studies and and a randomised controlled trial.

Scholarly biography

Aside from my research endeavours, I hold significant roles within academic and ethical committees. As the Chair of the School of Sport and Health Sciences Research Ethics and Integrity Committee, I contribute to upholding ethical standards. I also sit on the Cross School Ethics Committee and the School Research and Knowledge Exchange Committee, further engaging in scholarly governance.

My academic journey began with a BSc (Hons) in Physiotherapy in 1994, followed by clinical experiences in the NHS and private practice. Transitioning to academia in 2000, I combined full-time academic roles with part-time clinical practice. Over the years, I have actively contributed to the field, becoming a full member of the Musculoskeletal Association of Chartered Physiotherapists (MACP) in 1999 and holding various executive positions within MACP, including Chair.

Currently serving as a Principal Lecturer and course leader for the MSc Musculoskeletal Physiotherapy program for 15 years, I possess extensive experience in course and module leadership, development, and review. Additionally, I contribute to the scholarly community as an experienced external examiner and reviewer for reputable journals. As a founding member of the School Specialist Interest Group for Phenomenology and the international Critical Physiotherapy Network, I am dedicated to advancing innovative and ethical research practices in healthcare.

Approach to teaching

As an educator, I adopt an intellectually diverse approach that draws from philosophical and sociological perspectives. I integrate humanism, critical pedagogy, critical theory, and postmodernism into my teaching  to create a rich learning environment. This approach allows me to blend discussions on causation, power, equity, and stigma seamlessly with traditional physiotherapy topics such as education, exercise, and manual therapies.

One of my primary goals is to encourage students to engage in critical reflection on key concepts and frameworks, such as person-centred care, evidence-based practice, and clinical guidelines. By doing so, I aim to cultivate a deeper understanding of the complex interplay between social constructs, individual experiences, and healthcare practices.

Central to my teaching philosophy is the promotion of critical consciousness and epistemic humility among students. I challenge them to question established norms and paradigms, encouraging them to think differently about their experiences, ideas, and professional practices. Through this process, students develop a more nuanced and empathetic approach to care.

I employ various methods to facilitate collective learning experiences, including facilitated group discussions, collaborative group work, role-playing scenarios, and practical hands-on sessions. Additionally, I incorporate creative and reflective learning activities to foster a sense of wonder and promote empathic understanding.

By intertwining philosophical and sociological insights with practical physiotherapy skills, I aim for students to become thoughtful, compassionate, and critically engaged healthcare professionals.