Ash Casey completed a BSc in Sport Studies at West London Institute of Higher Education (1990-1993) before completing a Graduate Certificate in Education in Physical Education at Brunel University College (1995 -1996). On graduating, he taught in a secondary school in Yorkshire for thirteen years (1996-2009) and took up post-graduate study in 2002 when he started a part-time MSc in Physical Education at Loughborough University while working as a teacher.
Ash graduated from his MSc in late 2004 and started a PhD in Physical Education and Sport Pedagogy at Leeds Metropolitan University in early 2005. Maintaining his dual role as teacher-as-researcher, Ash’s PhD explored his transformation as a teacher of physical education from a teacher-led to a student-centred practitioner through the use of the pedagogical models Cooperative Learning, Teaching Games for Understanding and Sport Education.
Ash took up his first lecturing post at the University of Bedfordshire (2009-2014) and completed his PhD in January 2010. Having served as course leader for both undergraduate and postgraduate degrees at Bedfordshire, Ash joined the School of Sport, Exercise and Health Sciences at Loughborough in March 2014. Ash is currently Programme Director, MSc in Education with QTS (Physical Education). He has a vibrant social media presence on Twitter (@DrAshCasey) and writes and presents a blog (www.peprn.com) focused on translating research into practice.
Ash Casey’s research interests are in Models-based Practice, teacher professional development and learning, and the use of technology and social media in teacher development and student learning. Ash is the series editor for the 'Routledge Focus on Sport Pedagogy', has co-authored/edited four monographs and over 100 peer-reviewed papers, book chapters and conference presentations.
Current PhD Students
- Karl Brennan – Occupational Socialization (Part-time, 2016). Role: 1st Supervisor.
- Laura Davies – Special Educational Needs in Thailand (Part-time, 2017). Role: 1st Supervisor.
- Natasha Wilson – Children, health knowledge and Public Pedagogy (Full-Time, 2018) Role: 1st Supervisor.
- Zac Parris - Teachers, health knowledge and Public Pedagogy (Full-Time, 2018) Role: 1st Supervisor.
- Hongyun Li – Chinese PE Teachers Use of Webo and Webook (Full-Time, 2019) Role: 1st Supervisor.
- Sam Hurley – Developed a Models-based Practice approach to curriculum planning (Part-Time, 2019) Role: 1st Supervisor.
Roles and Responsibilities
Co-convener of the British Educational Research Association’s Special Interest Group in Physical Education and Sport Pedagogy (2016-2019)
Associate Editor – Physical Education and Sport Pedagogy (2014-present).
Member of the editorial board for the Cultura_Ciencia_Deporte. Journal (2013-present).
Honours and Prizes
Fellow of the Higher Education Academy (June 2010)
Senior Fellow of Higher Education Academy (December 2014)
Leadership and Influence Award, Association for Physical Education, July 2014
Loughborough Students’ Union – Loughborough Academic Award for Innovative teaching (2015, 2018)
SHAPE America's Research Council 2015 Writing Award winner for Volume 86 - This award is designed to identify outstanding contributions of scholarship from papers published in each volume of the RQES.
Professor Bairner has been a Visiting Scholar at Marii Curie-Skłodowska University, Lublin, Poland (2006), Visiting Fellow at Hitotsubashi University, Japan (2008), Visiting Professor at the National Taiwan Normal University, Taiwan (2012), Visiting Senior Researcher at Waseda University, Japan (2013), Visiting Professor at Capital University of Physical Education and Sport, Beijing, PRC (2014), and Visiting Professor at Hiroshima University of Economics, Japan (2017).
Bairner was the founding editor of the Asia Pacific Journal of Sport and Social Science and is currently a member of the editorial boards of the International Review for the Sociology of Sport, Soccer and Society, Leisure Studies and the International Journal of Sport for Development.
He is regularly interviewed about the relationship between sport and politics by representatives of the media. Recent examples include The Cambodia Daily (2017), Le Soleil (Canada) (2017), Irish Examiner (2017), Le Monde (France) (2017), Chugoku Shimbun (Hiroshima, Japan) (2017), Irish Independent (2017), The Guardian (2017), and Politiken (Copenhagen, Denmark) (2017).
Selected keynote lectures and invited presentations
Recent keynote lectures and invited presentations include:
- Bairner, A. ‘Sports mega-events – what are they good for?’, International Joint Conference on Physical Activity, Exercise Science and Sport Sociology, Chung Hsing University, Taichung, Taiwan, May, 2015.
- Bairner, A. ‘Sport for All: a utopian dream?’ Sport for All Annual Conference, National Taiwan Normal University, Taipei, Taiwan, October 2016
- Bairner, A., ‘Sport, Ulster Unionism and Irishness’, Gaelic Athletic Association Museum Summer School, Croke Park, Dublin, June 2017
- Bairner, A., ‘Play versus sport? The evolution of leisure sport in Europe’, First Donghua International Forum of the World Leisure Sports Association Conference, Wuhan, People’s Republic of China, September, 2017
- Casey, A., Fletcher, T., Schaefer, L. & Gleddie, D. (2017). Conducting Practitioner Research in Physical Education and Youth Sport: Reflecting on Practice. London: Routledge.
- Casey, A., Goodyear, V.A., & Armour, K.M. (2016). Digital Technologies and Learning in Physical Education: Pedagogical Cases. London: Routledge.
- Dyson, B., & Casey, A. (2016). Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London: Routledge.
- Dyson, B. & Casey, A. (eds.) (2014). Cooperative Learning in Physical Education: A research-based approach. London: Routledge.
Open Access Papers
- Brolin, M., Quennerstedt, M., Maivorsdotter, N. & Casey, A. (2018): A salutogenic strengths-based approach in practice – an illustration from a school in Sweden, Curriculum Studies in Health and Physical Education, 9(3): 237-252
- Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy. 23(3): 294-310
- Casey, A., & Fletcher, T. (2017). Paying the piper: the costs and consequences of academic advancement. Sport, Education and Society. 22(1): 105-121
- Casey, A., & Quennerstedt, M. (2015). “I just remember rugby”: Re-membering Physical Education as More Than a Sport. Research Quarterly for Exercise and Sport, 86(1): 40-50.
- Casey, A. & Quennerstedt, M. (2020). Cooperative learning in physical education encountering Dewey's educational theory. European Physical Education Review
- Sargent, J. & Casey, A. (2019). Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers' uses of digital technology. Sport, Education and Society
- Goodyear, V.A., Parker, M. & Casey, A. (2019): Social media and teacher professional learning communities, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2019.1617263
- Casey, A. & Fernandez-Rio, J. (2019). Cooperative Learning and the Affective Domain, Journal of Physical Education, Recreation & Dance, 90:3, 12-17, DOI: 10.1080/07303084.2019.1559671
- Sargent, J. & Casey, A. (2019). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review. doi.org/10.1177/1356336X19826603.
- Casey, A. & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education, Physical Education and Sport Pedagogy, 23:3, 294-310, DOI: 10.1080/17408989.2018.1429588