Funded PhD Studentship with Queen Ethelburga's School

We welcome applications in either of these areas of long-term athletic development within schools. We are interested to see applicant’s ideas and research proposals across these two broad topics. 

Topic 1: Developing motor competence in schools using a physical literacy lens 

Across many nations, youths are experiencing low and declining levels of physical activity, motor competence and physical and mental wellbeing, creating significant concern for educators, health professionals and sport practitioners. Motor competence (i.e., a person’s capacity to execute a range of motor skills, where outcomes are shaped by movement quality, control, and coordination) offers the physical foundation for safe, enjoyable and effective participation in movement, physical activity and sport. Physical literacy, defined as our relationship with movement and physical activity throughout life (Foweather et al., 2024), provides a framework for understanding young people’s holistic relationship with movement and physical activity.

Established youth development models emphasise that children should first develop broad movement foundations before progressing towards specialised sporting performance (Lloyd and Oliver, 2012). Skills such as running, jumping, landing, balancing, changing direction, throwing, catching, pushing and bracing are transferable across a wide range of sports and physical activities for all young people (Radnor et al., 2020). However, how we design and deliver such programmes, considering how young people move, think, feel and connect are important considerations for enhancing individual’s motor competence and lifelong physical literacy.

Schools are central to this agenda because they provide the most consistent opportunity to reach all children (Till et al., 2021). However, prioritisation of sport and competition, could be detrimental to developing motor competence for all youths within schools (Penney et al., 2009). Programmes that emphasise enjoyment, challenge, inclusion, autonomy and progression are more likely to foster positive movement identities and lifelong engagement (Curran and Standage, 2017). However, research exploring such interventions are limited (e.g., Van Rossum et al., 2025). This research aims to explore the design, delivery and evaluation of motor competence programmes using a physical literacy lens in schools. 

Key readings:
Burton, A.M. et al. (2025) ‘Motor competence, physical fitness, psychosocial, and physical activity characteristics in 9-to 14-year-olds: Sex differences and age and maturity considerations’, Research Quarterly for Exercise and Sport, 96(1), pp. 171-182.
Foweather L, et al. (2024) ‘Co-development of the Physical Literacy Consensus Statement for England’, Eur J Public Health. 26;34
Helme, M., Cowburn, I. and Till, K. (2025) ‘Developing the physical fitness of children: A systematic scoping review of pedagogy in research’, Sports, 13(9), p. 309.
Pullen, B.J. et al. (2020) ‘The effects of strength and conditioning in physical education on athletic motor skill competencies and psychological attributes of secondary school children: A pilot study’, Sports, 8(10), p. 138.
Radnor, J.M. et al. (2020) ‘Developing athletic motor skill competencies in youth’, Strength and Conditioning Journal, 42(6), pp. 54-70.
Till, K., Bruce, A., Green, T., Morris, S.J., Boret, S. and Bishop, C.J., 2022. Strength and conditioning in schools: a strategy to optimise health, fitness and physical activity in youths. British journal of sports medicine, 56(9), pp.479-480.
Till, K. et al. (2025) ‘Challenges and solutions to supporting physical literacy within youth sport’, Sports Medicine, pp. 1-13.
Van Rossum T, et al. (2025) ‘Exploring the feasibility of a ‘Move to Sport’ programme for secondary Physical Education’, Curriculum Studies in Health and Physical Education, 1-20. 

Topic 2: Supporting the student-athlete within sport schools

As youth sport has become increasingly intensive and professionalised, there has been a growing recognition that young athletes must be supported to balance sporting ambitions with educational demands through well-designed dual career development environments (DCDEs; Morris et al., 2021). Sport schools are a prominent example of this model, integrating education and high-performance sport through structured training programmes, expert coaching, sport science and medical support, and academic flexibility. Frameworks for dual career development highlight that progression during adolescence is shaped through a holistic approach including physical, psychological, psychosocial and educational factors (Wylleman et al., 2013).

Recent longitudinal and mixed-methods research suggests that sport schools can support positive outcomes including stable academic attainment, physical development, sustained sport motivation and transferable life skills (Thompson et al., 2022; Thompson et al., 2024). However, these environments are also highly demanding. Student-athletes must manage intensive training and competition schedules, organisational pressures and competing academic and sporting priorities. Periods of stress, fatigue, injury risk and recovery challenges are common, with experiences influenced by factors such as sex, external sport involvement and sport-specific demands.

These findings position sport schools as complex systems in which outcomes are strongly influenced by how support is structured, delivered and experienced over time. While previous research has improved the understanding of what happens to student-athletes in these settings, less is known about how support systems (e.g., school policies, student-athlete monitoring, athletic development support) shape developmental trajectories in practice. Existing evidence also highlights substantial individual variability in how student-athletes respond to sport school demands (Thompson et al., 2022; Thompson et al., 2024). Despite this, many school-based systems remain group-based and timetable-driven with limited evidence available for student-athlete education strategies and individualised support programmes. 

This project offers an opportunity to build on this emerging evidence base to enhance the dual career development of student-athletes within sport schools and help inform and shape future practice for enhancing DCDEs.

Key readings:
Till, K., Bruce, A., Green, T., Morris, S.J., Boret, S. and Bishop, C.J., 2022. Strength and conditioning in schools: a strategy to optimise health, fitness and physical activity in youths. British journal of sports medicine, 56(9), pp.479-480.
Söker, N., Schamerowski, J., Zech, A., Steib, S. and Rahlf, L., 2025. Long-term athlete development in schools: a systematic review and narrative synthesis. Frontiers in Sports and Active Living, 7, p.1706060.
Lloyd, R.S., Oliver, J.L., Faigenbaum, A.D., Howard, R., Croix, M.B.D.S., Williams, C.A., Best, T.M., Alvar, B.A., Micheli, L.J., Thomas, D.P. and Hatfield, D.L., 2015. Long-term athletic development-part 1: a pathway for all youth. The Journal of Strength & Conditioning Research, 29(5), pp.1439-1450.
Lloyd, R.S., Oliver, J.L., Faigenbaum, A.D., Howard, R., Croix, M.B.D.S., Williams, C.A., Best, T.M., Alvar, B.A., Micheli, L.J., Thomas, D.P. and Hatfield, D.L., 2015. Long-term athletic development, part 2: barriers to success and potential solutions. The Journal of Strength & Conditioning Research, 29(5), pp.1451-1464.
Thompson, F., Rongen, F., Cowburn, I. and Till, K., 2022. The impacts of sports schools on holistic athlete development: a mixed methods systematic review. Sports medicine, 52(8), pp.1879-1917.
Thompson, F., Rongen, F., Cowburn, I. and Till, K., 2024. A longitudinal mixed methods case study investigation of the Academic, Athletic, psychosocial and psychological impacts of being a sport school student athlete. Sports Medicine, 54(9), pp.2423-2451.

Service responsibilities
The PhD candidate will be embedded within the school as a member of the Sports Department Strength and Conditioning team, delivering approximately three days per week of applied practice (30 weeks per year). Responsibilities will include delivering S&C sessions for the QE Sport Elite Performance Programme, providing movement literacy and gym-based lessons as part of the wider physical education curriculum, and implementing injury prevention and rehabilitation strategies for players in conjunction with guidelines set by the physiotherapist or sports therapist to support return to play. Additional duties will include conducting movement screening, physical performance testing and anthropometric assessments as required, as well as providing periodised LTAD S&C programmes to help pupils pursue their chosen sport and perform at their highest level.

The successful candidate should have:
• A background in youth coaching, strength and conditioning, and/or athletic development 
• Experience working with children and young people 
• A passion for movement, athletic development, sport and working with young people
• A background and passion for research methods and data analysis 

Dr Ffion Thompson and Professor Kevin Till

A laptop will be provided

Stipend Value: £20,780

Stipends are tax-free and paid pro-rata in monthly payments

The successful candidates would ideally have: 2:1 or higher in a relevant undergraduate degree.

For those whose first language is not English you must also have an overall IELTS score of 7.0 with no individual score below 6.5 in order for applicants to obtain a CAS and Visa.

The PHD Studentship will be awarded to the strongest applications assessed on the applicant’s academic excellence, the strength of the research proposal and how the proposal fits with the research project.

To apply, please go to the application portal which can be found through the 'Apply Now' button.

Please make sure that you complete the application process in full and also provide the following additional information:

1. RESEARCH PROPOSAL (include title and project reference)

The proposal should align to the project summary and include a brief literature review related to this project, with an outline of the studies that you would propose to the answer the aims of the PhD (maximum 5 pages single spaced). It must include the research project title and reference.

The criteria listed below will be used in both selecting those applicants who will be called for interview and those who will be successful in securing a PGR award, and these should help you form your research proposal.

a) Context and significance of your research
Please outline the significance and originality of your proposed research, indicating:  aims, relationship to previous research in the field, research question(s) you are seeking to answer.
b) Research design and methods
Please outline the design of your proposed research, indicating: methodology and methods, a timetable for completion of the PGR award, ethical considerations that your research may raise.
c) Dissemination and impact
Please identify:  possible opportunities to disseminate your research to academic audiences during your PGR programme, the ways in which your research might be relevant outside academia.

You are strongly advised to discuss your proposal with the named Supervisor(s) before making your application.

How applications will be assessed Your application will be considered by a Carnegie School of Sport selection panel. The panel will evaluate applications based on the quality of the proposal, preparedness of the applicant and feasibility of the research project.

2. STATEMENT OF PURPOSE 
This should be a maximum of 1000 words outlining: What knowledge, skills, and training would you bring to the proposed research? This may include relevant academic study, relevant experience as a professional or practitioner, and any specific training in research skills/methods.  Why do you want to undertake this research in the Carnegie School of Sport at Leeds Beckett University. How does the proposed research relate to your career goals.

3. CV
A current CV, including your employment history or other professional experience, including internships. 

• Please state clearly that you are applying for a Carnegie School of Sport studentship and include the project reference '2026-September-Q/CSS-PHD'.
• The closing date for applications is midnight on 17 June 2026.
• Shortlisted candidates will be invited for interview.
• We aim to hold in person interviews for shortlisted applicants on 6 July (the location is to be confirmed)
• For queries about applying please contact Research Admissions