BSc MSc PhD FRGS
of Public Health and the Built Environment
15-17 Tavistock Place
My background is rooted within the social sciences. My primary area of expertise is in Human Geography. In particular my interests are associated with the interrelations of moving bodies and space, and how these develop novel experiences, affectual intensities and all sorts of interactions within cities. My PhD research at University College London (UCL) examined typologies of movement within professional sport exploring themes of affect, corporeality, refrains, and materiality in elite association football.
My interest in (moving) bodies has developed to include questions of physical activity and public health policy within cities, primarily in the form of recreational running clubs and post-socialist urbanism. Running provides a democratic and ubiquitous activity to engage with practices of physical health, while at the same time challenging the notions that cities are sites of alienation and decline.
In order to answer these questions I primarily implement qualitative research methodologies. These include participant observation, ethnographic studies, in-depth interviews, focus groups, and go-along methods.
Seminar Leader: Issues in Public Health (MSc in Public Health)
Tutor (Public Health MSc students)
Based within the Department of Health Services Research and Policy I work on a joint Greater London Authority (GLA) and CLAHRC funded project that aims to evaluate the Healthy Schools London (HSL) programme. HSL was established in 2013 with the aim of improving children’s health and well-being. My responsibility using qualitative methodologies is to conduct an evaluation of HSL’s impact, and in an iterative process, inform the further development of HSL to (i) assess the potential for the HSL programme to influence educational achievement, promote healthy lifestyle behaviours, and reduce health inequalities in London, (ii) explore the extent to which becoming a Healthy School is associated with changes in school-level policies, activities, and agenda. This includes key indicators of health-related knowledge, attitudes, and behaviours, (iii) assess the nature and level of engagement with the HSL programme by schools and any differential uptake by socio-economic factors, and to understand the drivers and barriers to becoming a Healthy School.