Victoria Goodyear
Biographic Data
| ID | 3559266 |
|---|---|
| NAME | Victoria Goodyear |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Goodyear |
| SIGNATURE | GOODYEAR V |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0001-5045-8157 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 80 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
How school phone policies influence adolescent phone use and wellbeing (SMART Schools)
Restrictive school phone policies are expected to positively influence adolescent in-school phone use and improve pupil wellbeing. However, there is a lack of research that explains how school phone policies impact on phone use and wellbeing. This qualitative comparative case study aimed to provide such explanatory data. Data were collected from 40 focus group interviews in 7 case study secondary schools in England (4 with permissive phone polici…
Secondary school smartphone policies in England
This study provides a descriptive analysis of the content and implementation of smartphone policies across 30 secondary schools in England, comparing schools that do (permissive) or do not (restrictive) allow phone use during recreational time. School policy documents were collected, along with survey data from pupil (n = 1198), teacher (n = 53), and SLT (n = 30) participants. Phones were positioned as benefitting safety, learning, and communicat…
The influence of online physical activity interventions on children and young people’s engagement with physical activity
Massive open online courses (Moocs) for professional development
Background: Professional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical education (PE) teachers and youth sport coaches. Th…
Skinny girls
This paper provides in-depth knowledge into young girls' learning processes in relation to physical activity, diet/nutrition and body image. Data were generated from interviews with 49 girls (age 13-15) in England. The practical epistemological analysis technique was used to explore young people as both producers and consumers, or prosumers, of content and knowledge. The data illustrate that adolescent girls navigate two interrelated health-relat…
Influence of a professional development programme on the life skills teaching practices of secondary PE teachers
This study examines the influences of a one-year life skills-oriented continuing professional development (CPD) programme on PE teachers’ teaching practice. Based on Ball’s (2009 Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72. https://doi.org/10.3102/0002831208323277[Crossref], [Web of Science ®] , [Google Scholar]) generative change…
Contemporary digital qualitative research in sport, exercise and health
Social media use informing behaviours related to physical activity, diet and quality of life during Covid-19
The evidence shows that participants were critical users of social media and were able to use social media to derive benefit for their health and wellbeing. Detailed guidance for those who use social media, as well as those who recommend and endorse social media content is required to maximise the potential of social media to support health behaviours. Future public health strategies and social media interventions should acknowledge diversity in …
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Gymlad - young boys learning processes and health-related social media
Recent systematic reviews identify that the factors mediating and/or moderating the relationship between social media and health outcomes are sparse. There have also been few attempts to analyse gender specific uses of social media. This paper investigated young boys health-related learning in relation to social media. Data were generated from class activities and interviews and from a large data set that included 1346 young people. The approach …
Landscape of secondary physical education teachers’ professional development in South Korea
The purpose of this study was to examine the landscape of continuing professional development (CPD) for Korean secondary physical education (PE) teachers. Specifically, teachers’ perceptions of the characteristics of CPD, factors determining the effectiveness of CPD, and outcomes of CPD were examined. Data were collected from online questionnaires (n = 251) and in-depth interviews with secondary PE teachers (n = 20). The quantitative data were an…
Young People, Social Media and Health
The pervasiveness of social media in young people's lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people's health and wellbeing.Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people's experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physic…
Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices
The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a researcher’s tweets during a six-year school-based continuous professional development programme. Throu…
Young people and their engagement with health-related social media
Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related…
Young People's Perspectives on and Experiences of Health-Related Social Media, Apps, and Wearable Health Devices
It has been reported from numerous international and socio-economic contexts that young people are becoming increasingly interested in and/or using social media, apps, and wearable devices for their health. Yet, there are few robust empirical accounts on the types of health-related information young people find, select, and use, the reasons for their choices, and how young people use these technologies in a way that influences their health-relate…
Social media, apps and wearable technologies
There is a growing body of literature dealing with the ethical issues of conducting digital- and Internet-based research, yet relatively little has been written about social media, apps and wearable devices. Using three empirical case studies of ethical challenges and dilemmas in the context of physical education, this clear gap in understanding is addressed. The case studies reveal that ethical issues unique to digital research are, (i) the ques…
That is like a 24 hours-day tournament!’
Several studies demonstrate that Sport Education supports the development of an authentic experience of sport. Social media has the potential to further the development of an authentic sport experience since it is a key aspect of contemporary sport culture and can be a space for individuals to interact during the Sport Education. Yet the evidence-base on the use of social media within Sport Education is limited. The purpose of this study was to e…
Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance
An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fi…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Innovation with change
Background: Physical education has long been caught in a time of ‘innovation without change’. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the ‘traditional pedagogy’, teachers rarely move beyond the honeymoon period of implementation.Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change.Participan…
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012),…
Tweet me, message me, like me
While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to e…
Physical education teachers' use of practitioner inquiry
Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this…
Hiding behind the camera
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with …
Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance
An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fi…
Young people and their engagement with health-related social media
Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Young People's Perspectives on and Experiences of Health-Related Social Media, Apps, and Wearable Health Devices
It has been reported from numerous international and socio-economic contexts that young people are becoming increasingly interested in and/or using social media, apps, and wearable devices for their health. Yet, there are few robust empirical accounts on the types of health-related information young people find, select, and use, the reasons for their choices, and how young people use these technologies in a way that influences their health-relate…
Tweet me, message me, like me
While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to e…
Hiding behind the camera
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with …
Landscape of secondary physical education teachers’ professional development in South Korea
The purpose of this study was to examine the landscape of continuing professional development (CPD) for Korean secondary physical education (PE) teachers. Specifically, teachers’ perceptions of the characteristics of CPD, factors determining the effectiveness of CPD, and outcomes of CPD were examined. Data were collected from online questionnaires (n = 251) and in-depth interviews with secondary PE teachers (n = 20). The quantitative data were an…
Influence of a professional development programme on the life skills teaching practices of secondary PE teachers
This study examines the influences of a one-year life skills-oriented continuing professional development (CPD) programme on PE teachers’ teaching practice. Based on Ball’s (2009 Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72. https://doi.org/10.3102/0002831208323277[Crossref], [Web of Science ®] , [Google Scholar]) generative change…
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Hiding behind the camera
Research suggests that girls are disengaged in physical education due to the ‘traditional’ way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical education. Furthermore, when cooperative group work has been combined with technology, student engagement with …
Physical education teachers' use of practitioner inquiry
Practitioner inquiry has been offered as a meaningful and sustainable form of professional learning for a number of decades. However, in the context of physical education it has been recently argued that this is still underdeveloped and is far from being embedded into physical education teachers' practice. Time within the busyness of schools for any form of professional learning has been cited as an inhibiting factor. However, the purpose of this…
Tweet me, message me, like me
While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to e…
Innovation with change
Background: Physical education has long been caught in a time of ‘innovation without change’. Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the ‘traditional pedagogy’, teachers rarely move beyond the honeymoon period of implementation.Purpose: The purpose of this paper is to explore how communities of practice emerge, develop and support innovation that results in pedagogical change.Participan…
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012),…
Rethinking the relationship between pedagogy, technology and learning in health and physical education
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need t…
Social media, apps and wearable technologies
There is a growing body of literature dealing with the ethical issues of conducting digital- and Internet-based research, yet relatively little has been written about social media, apps and wearable devices. Using three empirical case studies of ethical challenges and dilemmas in the context of physical education, this clear gap in understanding is addressed. The case studies reveal that ethical issues unique to digital research are, (i) the ques…
That is like a 24 hours-day tournament!’
Several studies demonstrate that Sport Education supports the development of an authentic experience of sport. Social media has the potential to further the development of an authentic sport experience since it is a key aspect of contemporary sport culture and can be a space for individuals to interact during the Sport Education. Yet the evidence-base on the use of social media within Sport Education is limited. The purpose of this study was to e…
Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance
An international evidence-base demonstrates that healthy lifestyle digital technologies, like exergames, health-related mobile applications (‘apps’) and wearable health devices are being used more and more within educational settings. Despite this, there is a lack of in-depth empirical evidence on young people’s experiences and uses of healthy lifestyle technologies. In this article we focus on young people’s uses of a wearable health device – Fi…
Young People, Social Media and Health
The pervasiveness of social media in young people's lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people's health and wellbeing.Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people's experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physic…
Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices
The purpose of this paper is to suggest and empirically illustrate how social media can be used to generate sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. This is achieved by discussing the potential for social media in research designs and presenting an analysis of 6 physical education teachers’ and a researcher’s tweets during a six-year school-based continuous professional development programme. Throu…
Young people and their engagement with health-related social media
Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related…
Young People's Perspectives on and Experiences of Health-Related Social Media, Apps, and Wearable Health Devices
It has been reported from numerous international and socio-economic contexts that young people are becoming increasingly interested in and/or using social media, apps, and wearable devices for their health. Yet, there are few robust empirical accounts on the types of health-related information young people find, select, and use, the reasons for their choices, and how young people use these technologies in a way that influences their health-relate…
Landscape of secondary physical education teachers’ professional development in South Korea
The purpose of this study was to examine the landscape of continuing professional development (CPD) for Korean secondary physical education (PE) teachers. Specifically, teachers’ perceptions of the characteristics of CPD, factors determining the effectiveness of CPD, and outcomes of CPD were examined. Data were collected from online questionnaires (n = 251) and in-depth interviews with secondary PE teachers (n = 20). The quantitative data were an…
Gymlad - young boys learning processes and health-related social media
Recent systematic reviews identify that the factors mediating and/or moderating the relationship between social media and health outcomes are sparse. There have also been few attempts to analyse gender specific uses of social media. This paper investigated young boys health-related learning in relation to social media. Data were generated from class activities and interviews and from a large data set that included 1346 young people. The approach …
Contemporary digital qualitative research in sport, exercise and health
Social media use informing behaviours related to physical activity, diet and quality of life during Covid-19
The evidence shows that participants were critical users of social media and were able to use social media to derive benefit for their health and wellbeing. Detailed guidance for those who use social media, as well as those who recommend and endorse social media content is required to maximise the potential of social media to support health behaviours. Future public health strategies and social media interventions should acknowledge diversity in …
Young People’s health-related learning through social media
International regulatory bodies have argued that young people should be better supported to engage safely, responsibly and effectively with social media. This paper considers ways in which the introduction of structured social media engagement in schools could bring educational benefits for young people, particularly in supporting them to deal with challenges relating to health and wellbeing. New evidence is provided on: (i) the value of social m…
Massive open online courses (Moocs) for professional development
Background: Professional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical education (PE) teachers and youth sport coaches. Th…
Skinny girls
This paper provides in-depth knowledge into young girls' learning processes in relation to physical activity, diet/nutrition and body image. Data were generated from interviews with 49 girls (age 13-15) in England. The practical epistemological analysis technique was used to explore young people as both producers and consumers, or prosumers, of content and knowledge. The data illustrate that adolescent girls navigate two interrelated health-relat…
Influence of a professional development programme on the life skills teaching practices of secondary PE teachers
This study examines the influences of a one-year life skills-oriented continuing professional development (CPD) programme on PE teachers’ teaching practice. Based on Ball’s (2009 Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72. https://doi.org/10.3102/0002831208323277[Crossref], [Web of Science ®] , [Google Scholar]) generative change…
The influence of online physical activity interventions on children and young people’s engagement with physical activity
Secondary school smartphone policies in England
This study provides a descriptive analysis of the content and implementation of smartphone policies across 30 secondary schools in England, comparing schools that do (permissive) or do not (restrictive) allow phone use during recreational time. School policy documents were collected, along with survey data from pupil (n = 1198), teacher (n = 53), and SLT (n = 30) participants. Phones were positioned as benefitting safety, learning, and communicat…
How school phone policies influence adolescent phone use and wellbeing (SMART Schools)
Restrictive school phone policies are expected to positively influence adolescent in-school phone use and improve pupil wellbeing. However, there is a lack of research that explains how school phone policies impact on phone use and wellbeing. This qualitative comparative case study aimed to provide such explanatory data. Data were collected from 40 focus group interviews in 7 case study secondary schools in England (4 with permissive phone polici…
Psychology (20 works) · Computer Science (13 works) · Pedagogy (12 works) · Sociology (12 works) · Social media (11 works) · Physical Education and Pedagogy (10 works) · Impact of Technology on Adolescents (9 works) · Medicine (8 works) · Motivation and Self-Concept in Sports (8 works) · Political science (8 works)