Thomas Quarmby
Biographic Data
| ID | 4598196 |
|---|---|
| NAME | Thomas Quarmby |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Quarmby |
| SIGNATURE | QUARMBY T |
| AFFILIATIONS | Leeds Beckett University |
| ORCID | 0000-0002-6950-5010 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 75 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
‘Here, PE is sick!’: An ethnodrama of pupils’ experiences of physical education in alternative provision schools
A growing number of young people are attending alternative provision schools, with limited research considering how they, from their perspective, experience this and particularly the subject of physical education (PE). The aim of this unique paper is therefore to (i) spotlight the voices of pupils from alternative provision schools and illuminate their experiences of PE and, in doing so (ii) share the realities of conducting research in such sett…
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Background In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective …
Exploring the factors that influence the delivery of physical education in alternative provision schools in England
There is currently no literature that considers the practicalities of delivering physical education (PE) in alternative provision schools, nor the challenges that this might entail. As such, this paper offers a unique contribution to knowledge by highlighting the key factors that influence the delivery of PE within alternative provision schools in England from the perspectives of practitioners (i.e. those tasked with delivering it). Following a F…
Exploring the experience of natural green space among South Asian Muslim people in the UK
Visiting Natural Green Spaces (NGS) is an important lifestyle factor that contributes to quality of life.Whilst NGS can be used to combat health issues, many of which are experienced by South Asian Muslim communities in the UK, it is concerning that such communities face the largest disparities in access to NGS compared to other ethnic minority groups.This paper responds to the paucity in research of South Asian people's experiences of NGS.Data w…
Culture, power, and ideology: The purpose and value of physical education (PE) in alternative provision schools in England
Much has been said and written about the purpose and value of mainstream education generally and physical education (PE) specifically. However, in contrast, little attention has been given to the purpose and value of alternative provision, and none about PE in those education settings. In this article, we draw upon the concepts of culture, power, and ideology to address this shortcoming. To do so, we conducted individual interviews with eight PE …
Physical education in alternative provision schools: A case of spatial (in)justice
Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–bod…
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Rethinking pedagogical practices with care-experienced young people: Lessons from a sport-based programme analysed through a Freirean lens
Background: Several studies demonstrate the benefits of socially critical work in sport pedagogy, which value young people’s strengths, capabilities, knowledge, and resources. This body of research argues that young people have the agency to analyse their social contexts and to negotiate the forces that impede their choice of possibilities. While advocacy for a more transformative education process through sport has grown over the years, there is…
To a certain extent it is a business decision’: Exploring external providers’ perspectives of delivering outsourced primary school physical education
The use of external providers to deliver primary school physical education (PE) shows no signs of slowing in England. Longstanding concerns into outsourcing primary school PE have highlighted the extent to which external providers often lack appropriate teaching qualifications and pedagogical knowledge. That said, when compared to primary school generalist teachers, external providers have been argued to be the 'best fit' to deliver primary schoo…
Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Developing evidence-informed principles for trauma-aware pedagogies in physical education
Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a uniqu…
Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
Narratives and marginalised voices: Storying the sport and physical activity experiences of care-experienced young people
Existing research has so far failed to provide opportunities for the stories of care-experienced young people to be heard, especially regarding their perspectives on sport and physical activity. As such, a key aim of this paper was to showcase the stories of three care-experienced individuals; stories that focus specifically on the role of sport and physical activity in their lives and highlight the complexities of being in care and the challenge…
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
Physical activity engagement among young people living in the care system: A narrative review of the literature
Navigating complex social landscapes: Examining care experienced young people’s engagements with sport and physical activity
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
I actually used to like PE, but not now’: Understanding care-experienced young people’s (dis)engagement with physical education
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
Sport and physical activity in the lives of looked-after children: A ‘hidden group’ in research, policy and practice
Looked-after children are arguably one of the most disadvantaged groups in society and constitute a ‘hidden group’ in relation to sport and physical activity research, policy and practice. Research on looked-after children has explored the views of caregivers, practitioners and policy-makers who have often been asked to speak for children on their behalf. Through the use of the mosaic approach and innovative participatory methods, including peer …
Informal mealtime pedagogies: Exploring the influence of family structure on young people's healthy eating dispositions
Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lif…
Young People’s Embodiment of Physical Activity: The Role of the ‘Pedagogized’ Family
Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a …
Children's engagement in leisure time physical activity: Exploring family structure as a determinant
This paper draws on Bourdieu's key concepts in an effort to understand particular social practices and the effect of family as a social environment and determinant for participation in leisure time physical activity. As an exploratory study, the aim was to elicit children's subjective views of their engagement in leisure time physical activity settings. Adopting an interpretive perspective, six 11‐ to 14‐year‐old children from intact couple famil…
Children's engagement in leisure time physical activity: Exploring family structure as a determinant
This paper draws on Bourdieu's key concepts in an effort to understand particular social practices and the effect of family as a social environment and determinant for participation in leisure time physical activity. As an exploratory study, the aim was to elicit children's subjective views of their engagement in leisure time physical activity settings. Adopting an interpretive perspective, six 11‐ to 14‐year‐old children from intact couple famil…
Young People’s Embodiment of Physical Activity: The Role of the ‘Pedagogized’ Family
Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a …
I actually used to like PE, but not now’: Understanding care-experienced young people’s (dis)engagement with physical education
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Sport and physical activity in the lives of looked-after children: A ‘hidden group’ in research, policy and practice
Looked-after children are arguably one of the most disadvantaged groups in society and constitute a ‘hidden group’ in relation to sport and physical activity research, policy and practice. Research on looked-after children has explored the views of caregivers, practitioners and policy-makers who have often been asked to speak for children on their behalf. Through the use of the mosaic approach and innovative participatory methods, including peer …
Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
Navigating complex social landscapes: Examining care experienced young people’s engagements with sport and physical activity
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
Exploring the experience of natural green space among South Asian Muslim people in the UK
Visiting Natural Green Spaces (NGS) is an important lifestyle factor that contributes to quality of life.Whilst NGS can be used to combat health issues, many of which are experienced by South Asian Muslim communities in the UK, it is concerning that such communities face the largest disparities in access to NGS compared to other ethnic minority groups.This paper responds to the paucity in research of South Asian people's experiences of NGS.Data w…
Culture, power, and ideology: The purpose and value of physical education (PE) in alternative provision schools in England
Much has been said and written about the purpose and value of mainstream education generally and physical education (PE) specifically. However, in contrast, little attention has been given to the purpose and value of alternative provision, and none about PE in those education settings. In this article, we draw upon the concepts of culture, power, and ideology to address this shortcoming. To do so, we conducted individual interviews with eight PE …
Physical education in alternative provision schools: A case of spatial (in)justice
Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–bod…
Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Informal mealtime pedagogies: Exploring the influence of family structure on young people's healthy eating dispositions
Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lif…
To a certain extent it is a business decision’: Exploring external providers’ perspectives of delivering outsourced primary school physical education
The use of external providers to deliver primary school physical education (PE) shows no signs of slowing in England. Longstanding concerns into outsourcing primary school PE have highlighted the extent to which external providers often lack appropriate teaching qualifications and pedagogical knowledge. That said, when compared to primary school generalist teachers, external providers have been argued to be the 'best fit' to deliver primary schoo…
Children's engagement in leisure time physical activity: Exploring family structure as a determinant
This paper draws on Bourdieu's key concepts in an effort to understand particular social practices and the effect of family as a social environment and determinant for participation in leisure time physical activity. As an exploratory study, the aim was to elicit children's subjective views of their engagement in leisure time physical activity settings. Adopting an interpretive perspective, six 11‐ to 14‐year‐old children from intact couple famil…
Young People’s Embodiment of Physical Activity: The Role of the ‘Pedagogized’ Family
Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a …
Informal mealtime pedagogies: Exploring the influence of family structure on young people's healthy eating dispositions
Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lif…
Sport and physical activity in the lives of looked-after children: A ‘hidden group’ in research, policy and practice
Looked-after children are arguably one of the most disadvantaged groups in society and constitute a ‘hidden group’ in relation to sport and physical activity research, policy and practice. Research on looked-after children has explored the views of caregivers, practitioners and policy-makers who have often been asked to speak for children on their behalf. Through the use of the mosaic approach and innovative participatory methods, including peer …
I actually used to like PE, but not now’: Understanding care-experienced young people’s (dis)engagement with physical education
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population…
Physical activity engagement among young people living in the care system: A narrative review of the literature
Navigating complex social landscapes: Examining care experienced young people’s engagements with sport and physical activity
Internationally, there has been growing interest in the experiences of care experienced youth and their engagements with activities that can support positive development. Despite the acknowledged potential of sport/physical activity (PA) to act as a vehicle for positive development, there remain concerns about the piecemeal nature of sport/PA opportunities for care experienced youth at a local level and their capacity to access these. To date, re…
Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities
Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; …
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
Narratives and marginalised voices: Storying the sport and physical activity experiences of care-experienced young people
Existing research has so far failed to provide opportunities for the stories of care-experienced young people to be heard, especially regarding their perspectives on sport and physical activity. As such, a key aim of this paper was to showcase the stories of three care-experienced individuals; stories that focus specifically on the role of sport and physical activity in their lives and highlight the complexities of being in care and the challenge…
Developing evidence-informed principles for trauma-aware pedagogies in physical education
Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a uniqu…
Nurturing children's development through healthy eating and active living: Time for policies to support effective interventions in the context of responsive emotional support and early learning
Fostering the growth, development, health, and wellbeing of children is a global priority. The early childhood period presents a critical window to influence lifelong trajectories, however urgent multisectoral action is needed to ensure that families are adequately supported to nurture their children's growth and development. With a shared vision to give every child the best start in life, thus helping them reach their full developmental potentia…
Rethinking pedagogical practices with care-experienced young people: Lessons from a sport-based programme analysed through a Freirean lens
Background: Several studies demonstrate the benefits of socially critical work in sport pedagogy, which value young people’s strengths, capabilities, knowledge, and resources. This body of research argues that young people have the agency to analyse their social contexts and to negotiate the forces that impede their choice of possibilities. While advocacy for a more transformative education process through sport has grown over the years, there is…
To a certain extent it is a business decision’: Exploring external providers’ perspectives of delivering outsourced primary school physical education
The use of external providers to deliver primary school physical education (PE) shows no signs of slowing in England. Longstanding concerns into outsourcing primary school PE have highlighted the extent to which external providers often lack appropriate teaching qualifications and pedagogical knowledge. That said, when compared to primary school generalist teachers, external providers have been argued to be the 'best fit' to deliver primary schoo…
Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the poten…
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with bot…
Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people
Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or ‘at risk’—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This pape…
Co-creating strategies for enacting trauma-aware pedagogies with pre-service physical education teachers
Background In Physical Education (PE), trauma may manifest in a range of different actions/behaviours (e.g. small fouls escalating into physical conflict, students refusing to be part of a team, and struggling to adhere to the rules of the game). Without knowledge of the effects of trauma, teachers often defer to punitive responses, which exacerbate rather than mediate the needs of trauma-affected youth. It is therefore critical that prospective …
Exploring the factors that influence the delivery of physical education in alternative provision schools in England
There is currently no literature that considers the practicalities of delivering physical education (PE) in alternative provision schools, nor the challenges that this might entail. As such, this paper offers a unique contribution to knowledge by highlighting the key factors that influence the delivery of PE within alternative provision schools in England from the perspectives of practitioners (i.e. those tasked with delivering it). Following a F…
Exploring the experience of natural green space among South Asian Muslim people in the UK
Visiting Natural Green Spaces (NGS) is an important lifestyle factor that contributes to quality of life.Whilst NGS can be used to combat health issues, many of which are experienced by South Asian Muslim communities in the UK, it is concerning that such communities face the largest disparities in access to NGS compared to other ethnic minority groups.This paper responds to the paucity in research of South Asian people's experiences of NGS.Data w…
Culture, power, and ideology: The purpose and value of physical education (PE) in alternative provision schools in England
Much has been said and written about the purpose and value of mainstream education generally and physical education (PE) specifically. However, in contrast, little attention has been given to the purpose and value of alternative provision, and none about PE in those education settings. In this article, we draw upon the concepts of culture, power, and ideology to address this shortcoming. To do so, we conducted individual interviews with eight PE …
Physical education in alternative provision schools: A case of spatial (in)justice
Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–bod…
‘Here, PE is sick!’: An ethnodrama of pupils’ experiences of physical education in alternative provision schools
A growing number of young people are attending alternative provision schools, with limited research considering how they, from their perspective, experience this and particularly the subject of physical education (PE). The aim of this unique paper is therefore to (i) spotlight the voices of pupils from alternative provision schools and illuminate their experiences of PE and, in doing so (ii) share the realities of conducting research in such sett…
Psychology (18 works) · Sociology (15 works) · Medicine (14 works) · Pedagogy (12 works) · Physical Education and Pedagogy (10 works) · Political science (9 works) · Youth Development and Social Support (9 works) · Inclusion and Disability in Education and Sport (8 works) · Medical education (8 works) · Social Psychology (8 works)