My research is grounded in qualitative methodologies, including phenomenological and phenomenographic approaches, as well as concept and discourse analysis, to explore how healthcare is conceptualised and experienced. I have investigated themes such as the therapeutic alliance, the biopsychosocial model, and the complexities surrounding non-specific low back pain.

I also conduct research at the intersection of art and science, employing creative methodologie, such as storytelling and poetry, to illuminate and communicate findings in evocative and accessible ways. I am co-lead of the Posthuman Walking Project, an interdisciplinary initiative that examines walking, place, and embodiment through a posthumanist lens.

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

I welcome opportunities to supervise research that seeks to develop conceptual understanding, employs theory to offer critical insights into clinical practice, and explores individuals’ experiences of seeking and providing healthcare.

I currently supervise PhD researchers working with phenomenology, discourse analysis, and philosophical approaches informed by process philosophy. I am particularly interested in projects that adopt interdisciplinary or creative approaches to inquiry, and those that critically engage with how healthcare is practiced, experienced, and understood.

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.

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.