Timothy Lynch

Timothy Lynch
Yew Chung Yew Wah Education Network · Yew Chung International School Chongqing

Doctor of Education
Google Scholar - most cited school practitioner.

About

245
Publications
123,881
Reads
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802
Citations
Introduction
Dr. Timothy Lynch, the most cited school practitioner on Google Scholar, is the Western Co-Head of Early Childhood Education (ECE) and Primary at Yew Chung International School, Chongqing. He is a Senior Fellow of The Higher Education Academy (UK Professional Standards Framework), an active teacher (school leadership) and researcher. Interests include; Health and PE, Special Education, pedagogy and quality teaching practices, lifelong wellbeing, curriculum reform, and enhancing learning.
Additional affiliations
January 2024 - August 2024
Swinburne University of Technology
Position
  • Researcher
Description
  • An active teacher, school leader and researcher, he has published widely in the field of education for Swinburne University of Technology, Universiti of Brunei Darussalam, University of Plymouth, Monash University, University of Canberra, Federation University and Australian Catholic University.
August 2023 - August 2024
The Joseph Varga School
Position
  • Deputy Principal
Description
  • Deputy Principal (Wellbeing) at the Joseph Varga School (JVS), Sydney - JVS is a registered special education school which caters specifically for children from 5 to 18 years of age (K-12) with a diagnosis of Autism Spectrum Disorder (ASD).
August 2021 - July 2023
British International School Cairo
Position
  • Deputy Head
Description
  • As the Deputy Head of Junior School I was responsible for the holistic curriculum development of all children 3 - 11 years.
Education
January 2016 - December 2016
University of Plymouth
Field of study
  • Higher Education Academy accreditation (UK)
January 2013 - January 2014
Monash University (Australia)
Field of study
  • Graduate Certificate in Academic Practice, Higher Education (PGCAP equivalent)
January 2007 - July 2009
The University of Notre Dame Australia
Field of study
  • Religious Education & Leadership

Publications

Publications (245)
Conference Paper
Full-text available
The Australian Council for Health, Physical Education and Recreation (ACHPER)'s National Strategy (2014-2016) lists four strategic priorities, which includes; 'to identify and promote broader ACHPER collaborations and partnerships'. The International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD) shares vision and p...
Article
Full-text available
The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self perceived physical education (PE) teachers have voiced concern about not knowing...
Article
Full-text available
It is implied by governing organizations that Australia is presently experiencing its first national curriculum reform, when as the title suggests it is the second. However, until now Australian states and territories have been responsible for the education curriculum delivered within schools. The present national curriculum reform promises one cur...
Book
This research book offers insight into enacting 'physical educa-tion' (PE) to optimize children's wellbeing. The educational question is no longer whether or not physical activity enhances children's well-being, nor is it whether or not wellbeing enhances academic achievement, this is axiomatic; further reinforced by the Covid-19 pandemic data and...
Chapter
This chapter explores the development of children’s cognitive dimension within the Health and Physical Education (HPE) learning area and is embedded within the Whole child development element of the quality physical education model. Greenfield (2012) advises that while the ‘physical’ body slows down and deteriorates as we get older our brain connec...
Chapter
Associations between public health and Health and Physical Education (HPE) can be traced back as far as the 1800s (Alfrey and Brown, Asia–Pacific Journal of Health, Sport and Physical Education 4:159–173, 2013). Holistic health development has not always been the priority of health approaches. Hence, educators need to also be aware of the influence...
Chapter
This chapter critically explores the power of educational approaches in Health, Wellbeing and Physical Education within school communities. Three key historical and contextual themes emerge from the present national curriculum for England in PE: healthism; assumptions about sport and an awareness of the social and cultural forces of influence. The...
Chapter
A glance through history illustrates that from the dawn of civilisation, primitive man had to be very physically active to survive (Duncan & Watson, 1960). During ancient times, physical education (PE) was given considerable emphasis by the Spartans, where PE was state-regulated, age-determined and involved similar experiences for men and women, bo...
Chapter
This chapter explores the development of the spiritual dimension within the Health and Physical Education (HPE) learning area and with a specific focus on using ‘values’ for implementing wellbeing; which sits within the Whole child development element of quality physical education. The spiritual dimension may be connected to a religion but it may n...
Chapter
This chapter explores social and emotional dimensions of wellbeing (mental health) and their development through Health and Physical Education (HPE). Hence, it sits within Whole child development; and Community partnerships (strengths-based) elements of quality physical education. The social and emotional dimensions of wellbeing are very closely re...
Chapter
The purpose of this chapter is to continue to clarify physical education labels, exploring the terms ‘health and physical education’ (HPE) and ‘quality physical education’ (QPE). Hence, this chapter relates to being, belonging and becoming physically educated and specifically in relation to whole child development. The concepts are defined and loca...
Chapter
The purpose of this book is to offer insight into enacting holistic PE (physical education) and wellbeing. Research findings strongly suggest that holistic QPE enhances children’s wellbeing, arguably more so than any other curriculum area offered in schools. Quantitative evidence-based research indicates that physical activities optimise children’s...
Chapter
Wellbeing enacted within schools is enhanced by the implementation of values and by quality physical education (QPE), embedded within the socio-cultural approach and using a whole school approach. Exploring the socio-cultural approach, investigating how it evolved and is best implemented in schools relates to the school implementation element of qu...
Chapter
This chapter explores the development of the physical dimension within the Health and Physical Education (HPE) learning area. It directly relates to three elements of quality physical education: Whole child development; Community partnerships (strengths-based); and School implementation. The physical education (PE) curriculum enables students to ex...
Chapter
This chapter explores why having an in-depth understanding of educational theory is necessary for optimising children’s wellbeing. Tracey and Morrow, (Lenses on reading: an introduction to theories and models, Guilford Press, 2017) introduce the significance of theories; suggesting that often the way professionals approach education and research in...
Chapter
This chapter investigates the wellbeing benefits of deeply implementing values and how this has been successfully done. It describes the nine universal competencies (attitudes, values and skills): Reflection, Collaboration and cooperation, Learning to learn, Respect, Responsibility, Empathy, Self-regulation, Persistence and Trust (OECD. (2021). Emb...
Chapter
The data used in this research book has been gathered from varying research projects relating to the preparation and implementation of ‘holistic’ Health and Physical Education and wellbeing. The predominantly qualitative data has been gathered from different regions of the world, namely Oceania, America, Europe, Asia, Africa and the Middle East. Th...
Chapter
When considering Quality Physical Education (QPE) implementation in primary/elementary and secondary schools and subsequent child wellbeing, the promotion of health is of major significance. The Health within Physical Education (PE) has impacted many parts of the world as evidenced by curriculum policy; the Health, Wellbeing and Physical Education...
Chapter
This chapter explores how wellbeing can be successfully enacted for enhancing learning and development within school communities. The quality physical education (QPE), wellbeing and academic learning cycle 17) aligns QPE to optimising academic learning through wellbeing. Literature and research throughout this book has clarified the wellbeing benef...
Article
Full-text available
Parents who choose to send their child to a British School Overseas (BSO) do so for quality assurance of a British education, one which promises the highest of standards but also comes at a cost – as high as 20,000 pounds sterling per year. In government-maintained schools in England, which are free, it is a safeguarding requirement to employ quali...
Article
Full-text available
All schools in England need to continue to move forwards with Ofsted and evidence-based practice. This requires all teachers and especially school leaders to have an understanding of research methods and the hidden messages they send to young minds (Lynch, 2022). Everyone who works with children and parents cannot be expected to be research experts...
Article
Full-text available
In my recent article I used evidence-based research to explore how best to enact recovery in English schools impacted by the unprecedented Covid-19 pandemic (see Lynch, 2022). Specifically, the aim of this research was to investigate the following question: ‘How do we improve children’s mathematics, reading and writing through the promotion of well...
Article
Full-text available
The purpose of this study is to explore how best to enact recovery in British schools impacted by the unprecedented Covid-19 pandemic; and the significance of well-being. Specifically, this research investigates 'How do we improve children's mathematics, reading and writing through the promotion of wellbeing?' Within the constructionist paradigm, a...
Chapter
The period from birth to 12 years is crucial in a child's development and can significantly impact future educational success, resilience and participation in society. Health and Wellbeing in Childhood provides readers with a comprehensive introduction to a wide range of topics and issues in health and wellbeing education, including child safety, b...
Data
This chapter explores why having an in-depth understanding of educational theory is necessary and significant for optimising children’s wellbeing. Hence, theories, models and approaches that influence the delivery of PE are investigated. This is significant as theories, models and approaches drive how physical education (PE) is taught in schools an...
Chapter
The purpose of this chapter is to explore the concept of becoming “physically educated” and the holistic wellbeing and health benefits that it enables. In doing so, the terms “schooling” and “education”; “wellbeing”; “health”; and “health literacy” are investigated, defined and located within the broader physical education (PE) field. The question...
Chapter
At present, there are many terms being used to represent the original nomenclature “physical education”. The purpose of this chapter is to continue to clarify the labels: specifically, “health and physical education” (HPE), “physical literacy” and “quality physical education” (QPE). The three concepts are defined and located within the broader phys...
Chapter
This chapter identifies the theoretical perspectives, research framework and data analysis that frame this research exploration; how the physical dimension can be implemented to best develop students’ wellbeing. The data used in this research book have been gathered from varying research projects relating to the preparation and implementation of “h...
Chapter
This chapter explores social and emotional dimensions of wellbeing (mental health) and their development through Health and Physical Education (HPE). Literature suggests the social and emotional dimensions of wellbeing are closely connected to the spiritual dimension. Furthermore, the themes of belonging, connectedness, relationships, self, communi...
Chapter
The purpose of this chapter is to explore the history of physical education (PE). PE has been and remains to be influenced by two philosophies: (1) body viewed as an object (behavioural approach) and (2) the view of the whole person: body, mind, spirit and wellbeing (constructivist approach). The holistic Health and Physical Education (HPE) philoso...
Chapter
This chapter explores the development of children’s cognitive dimension within Health and Physical Education (HPE). Evidence-based quantitative research suggests there are interconnections between body and mind, a finding that has been advocated for a long period of time within the constructivist approach. It is plausible that by promoting blood fl...
Chapter
The purpose of this chapter is to explore health approaches that influence teachers and children. Furthermore, through this exploration, the complexity of implementing health and wellbeing in schools is identified. As established in the previous chapter, there have been numerous approaches to education which have instinctively influenced physical e...
Chapter
The purpose of this chapter is to explore the socio-cultural approach, investigating how it evolved and is best implemented in schools. Literature suggests that the socio-cultural approach was developed re-actively, to counteract the dominant medical approach traditionally used in public health and the behavioural approach used in education. The so...
Chapter
The purpose of this chapter is to explore the power of educational approaches in Health, Wellbeing and Physical Education. Within the national curriculum for England, three key historical and contextual themes emerge specifically in PE: healthism; assumptions about sport; and an awareness of the social and cultural forces of influence. The first tw...
Chapter
The purpose of this chapter is to globally explore (1) holistic physical education (PE) policy, often referred to as Health and Physical Education (HPE); and in doing so (2) evidence the Health, Wellbeing and Physical Education (H, W & PE) ideal as a global revolution. When considering Quality Physical Education (QPE) implementation in primary/elem...
Chapter
This chapter explores why having an in-depth understanding of educational theory is necessary and significant for optimising children’s wellbeing. Hence, theories, models and approaches that influence the delivery of PE are investigated. This is significant as theories, models and approaches drive how physical education (PE) is taught in schools an...
Chapter
This chapter explores the development of the spiritual dimension within the Health and Physical Education (HPE) learning area. There are seven dimensions of wellness: physical, intellectual, emotional, social, spiritual, environmental and occupational, and all are strongly connected. Data were gathered from Australian case study schools and a UK in...
Chapter
This chapter explores the development of the physical dimension within the Health and Physical Education (HPE) learning area. Evidence-based quantitative research suggests there are many health benefits from physical activity. Qualitative data gathered from: a national survey of primary school principals, Australian case study schools, a UK initial...
Chapter
The purpose of this research book is to offer valuable qualitative data findings about how to best enact physical education (PE), so that wellbeing is optimised. This chapter concludes that research findings strongly suggest holistic quality physical education (QPE) enhances children’s wellbeing, arguably more so than any other curriculum area offe...
Book
This book explores how physical education (PE) can be best enacted in primary schools in order to optimise children’s wellbeing. Drawing together extensive data from school communities around the globe, the author examines multiple dimensions of child health in practice. Ultimately, the findings suggest that PE is imperative within the wider landsc...
Conference Paper
Full-text available
This workshop investigates global community ideals relating to health and well-being, and examines how partnerships can be initiated to enhance implementation within schools. There are three parts to this workshop/ presentation: 1. Global and local ideals: ‘The United Nations Sustainable Development Goals’ and ‘Hornbill School Values’ 2. We examin...
Chapter
Full-text available
This chapter compliments ‘Human movement and motor skills’ (Williams, 2014) published in the first edition of this text. As the chapter title suggests, the purpose is to extend Williams’ work by investigating examples of practical human movement development embedded within the field of Physical Education (PE). Thus, the chapter answers the question...
Poster
Full-text available
Overweight/obese adults have significantly higher rates of hypertension and CVD than individuals with desirable BMIs (Must et. al., 1999). Regular MVPA significantly improves cardiorespiratory fitness in adults and the USDHHS (2008) recommended American adults 18-65 engage in 150 minutes of MVPA per week to control weight, improve health and reduce...
Conference Paper
Full-text available
Research indicates that preparation of classroom teachers is impeded by systemic barriers, resulting in low classroom teacher confidence, competence and subsequent interest. The researchers investigated head teacher perceptions of how quality physical education in primary schools was implemented in New South Wales Australia. Seventy-three head teac...
Conference Paper
Full-text available
The traditional concept and definition of physical education has changed several times in the last 2 decades. The presenters will discuss how learning domains, curricular models and national standards impact how physical education is defined. Many other terms have been created to attempt to describe and define the physical education curriculum. Ter...
Article
Full-text available
Quality physical education (QPE) in primary school optimises children’s well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal [headteache...
Data
Full-text available
Data
Full-text available
ACTION RESEARCH REPORT ON BUILDING TEACHER CAPACITY TO DELIVER PHYSICAL EDUCATION IN ACT PUBLIC PRIMARY SCHOOLS PILOT PROGRAM A ROLE FOR LEADERS
Technical Report
Full-text available
During 2016, the RNLI commissioned research into the protective effect of swimming skills in high-income countries. The project involved a combination of a literature search, expert consultations, desk-based reviews of interventions (similar to our own Swim Safe and Hit the Surf programmes) and identifying international drowning prevention policies...
Article
Full-text available
Is physical literacy (PL) a clever way to promote physical education (PE) or has it further confused teachers? A recent study by Lynch and Soukup (2016) found that labels such as ‘physical literacy’ are counterproductive in their efforts to promote movement in schools. The following is written using excerpts from this publication.
Article
Full-text available
When physical educators look at a swimming pool they can see several adaptations and modifications that are provided to facilitate the safety and skill level proficiency of different swimmers. Depth markers are prominently posted on the side walls and the deck, signs warn against diving into shallow areas (Figure 1) and teachers and lifeguards cons...
Article
Full-text available
The title “physical education” (PE) is the traditional taxonomy used to represent the education discipline. Health and physical education (HPE) is regarded to be an all-encompassing health-dimensional title that has been recently embraced by various education systems around the world. Hence, it can be argued that PE and HPE are often used interchan...
Book
This book uses the example of a partnership journey between universities, schools, the local health industry as well as a number of government organisations which worked to ensure the growth of physical education in primary education. The initiative employed the United Nations (UN) ideals as a model and contextualised them within local schools and...
Chapter
The purpose of this chapter is to share the continued swimming education community partnership programme success. Pathways were investigated and initiated in 2011 which began a journey of collaboration between Australian Registered Training Organisations (RTO), the local health industry (local leisure and sports centre) and external swimming instru...
Chapter
The community collaborative partnership was extended in semester one 2012 as part of unit EDF3619 ‘Sport and physical activity education’. The purpose of this chapter is to share insights of this programme. A key goal for the ‘Friday Sports’ programme was to be a worthwhile and valued experience for the children, and especially, for the four new pa...
Chapter
This chapter shares the very beginnings of the partnership journey, metaphorically as a seed which incrementally developed as opportunities were presented. The university classes for the semester swimming unit EDF2611 were redesigned to create a pathway with the swimming and water safety course qualification—Swim Australia Teacher. Careful mentorin...
Chapter
The purpose of this chapter is to share the continued ‘Friday Sports’ community partnership programme success. The programme again accentuated the vital role pre-service teacher education can play in the development of children’s health, wellbeing, and physical education (HW & PE). This was the second time ‘Friday Sports’, embedded in unit EDF3619...
Chapter
Sustainability of partnerships requires problem solving, which considers ‘context’. The context setting within this partnership was Latrobe Valley, Gippsland (Victoria, Australia), but it was also heavily influenced at the time by the Australian national curriculum reform and national HW & PE initiatives. The national curriculum was underpinned by...
Chapter
The purpose of this chapter is to investigate the difficulties within partnerships, the problems to be solved. The UN state that ‘partnerships’ are essential for implementation of the SDGs but also acknowledge that many barriers must be overcome. This is evidenced by the UN Economic and Social Council special event; ‘2015 Multi-Stakeholder partners...
Chapter
This chapter investigates a successful teacher education programme in the UK, awarded ‘Outstanding’ by England’s Office for Standards in Education, Children’s Services and Skills. Furthermore, the success of the programme was explicitly contributed by established partnerships with nearby schools. This course, at the time, was not offered within Aus...

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