2020 - PhD Sport Management - University of Johannesburg
2010 - MA International Sport Policy (Merit) - University of Brighton
2002 - BA (Hons) Physical Education (2:1) - Chelsea College
I am a Senior Learninga dn Evaluation Consultant with inFocus Consultancy base din the UK but working across the globe.
I initially trained as a Physical Education Teacher in the UK and worked in New Zealand as a residential social worker. Previously I worked at the University of Johannesburg and University of Brighton, lecturing and conducting research in Outdoor Education and sport for development and peace. I am also heavily involved with Football 4 Peace International (F4P).
My employment with inFocus since 2019 allows me to explore the world of sport for development and peace outside my own experience and witness teh work that otehrs do in varying contexts, places and spaces. My role is to train and support a range of organisations from small community groups, NGO's and charities to local authorities, governmental departments and funders on impact measurement, management and strategy. Whilst the perception of monitoring and evaluation is one of tick box exercises and accountability, I utilise it to promote learning, sharing. Learning of what works and what doesn't within a specific intervention so that projects can adapt and adopt and others can foresee and not repeat past mistakes. Those working to promote positive social change and social justice deserve to have easy yet effective methods of proving their impact and to be able to work in partnership with funders to evolve and move on rather than hiding failure to ensure continued essential funding.
Myself, friends, colleagues and former students have been working with sports and voluntary organisations around the world to help heal fractured societies and promote a fairer world. Football 4 Peace International (F4P) emerged in 2001 from a partnership between researchers at the University of Brighton and peace activists using sport as a tool in Israel and Northern Ireland. Today, it has touched the lives of over 9,000 children, over 700 coaches, embedded the methodology into the training of approximately 20% of England’s Physical Education trainee teachers and affected policy in some of sport's leading institutions.
The impact of F4P can be traced to the policies and practices of higher education establishments such as the University of Johannesburg in South Africa and Palacky University in the Czech Republic; NGO’s such as the Korean Sharing Movement, Fundacion Beun Punto in Colombia and Sandele Foundation in The Gambia; national governing bodies in England and Northern Ireland; Governmental ministries and departments in Colombia and Israel; and has contrinuted to United Nations Policies linked to teh KAzan Action Plan and leveraging sport for development and peace.
The international team is made up of various partnerships and links take a multi-dimensional approach of research; education and social engagement. This approach utilises sport innovatively to deliver generic and bespoke ‘values-based’ palliative training and coaching programmes designed in and for areas suffering from high levels of cross-community conflict and various forms of political disorder and social disintegration.
The emphasis is on a grass roots, bottom up and sustainable approach to peace building and conflict resolution stems from personal experiences of its founders working in the republic of Ireland, Northern Ireland, Israel, Jordan and the Palestinian Occupied Territories. While the distinctive F4P model evolved against a background of ethno-religious conflict during its evolutionary history, the model has been adapted in ways that render it suitable to be used to help meet a number of related development and cross-community goals. It grew to incoporate others working in the Korean Penninsula, South Africa, The Gambia and Colombia.
Profiling and championing a style of critical social science ‘critical-proactivism’ with a high priority given to evaluation and research, I am part of a team able to engage and partner with practitioners and organisations on and beyond their doorsteps. This collaborative approach has positively influenced sport based interventions within schools, communities and regions across the world by leading and / or supporting activities that make contributions to promoting progressive social change, life enhancement and personal and community empowerment.
The F4P curriculum and associated teaching resources emphasises a holistic approach to the education of trainers and young people through a specific pedagogical model designed to promote emotional well-being, personal development and responsible citizenship. Through the training of individuals in the F4P methodology and curriculums of teaching / coaching values though sport F4P aims to:
• Create, strengthen and assist community networks and partnerships;
• Provide opportunities for social contact across community boundaries;
• Promote mutual understanding and engender in participants a desire for and commitment to peaceful coexistence; and
• Enhance life skills, sport skills and technical knowledge.