Maxine Gregory

About

Maxine is a Sheffield Hallam University graduate (Recreation Management (BSc) and Research Methods (MA)). She has worked for the Sport Industry Research Centre in the School of Sport and Physical Activity for 20 years, working across diverse areas of research including:

Understanding barriers and facilitators to broaden participation
Programme evaluations to understand 'what works?'
Physical Activity, PE and School Sport
Active lives and healthy lifestyles - physical activity across the life course
Community sport development and widening community engagement
Sport for Development - using sport as a tool to address inequalities and to drive whole systems change
Outdoor recreation - UK and European
Quantifying economic and social impacts
Active travel and active environments

Maxine is currently co-lead (with Associate Professor Cath Homer) of Hallam's Advanced Wellbeing Research Centre (AWRC)'s 'Healthy and Active 100' (HA100) research theme. HA100 is focused on tackling health inequalities, and addressing system-wide challenges to provide opportunities for people to enjoy healthy lives across the life course from 0-100 years.

Maxine established Hallam's Outdoor Recreation Research Group (ORRG) and co-leads the University's Active Travel Research Group (ATRG) with Dr. Stephen Parkes. She is passionate about cross-disciplinary collaboration and exploring how different perspectives and expertise can change the way we think and work.

Maxine has recently been appointed for a second term as Vice-Chair of the European Network of Outdoor Sport (ENOS). ENOS supports and advocates for sustainable and inclusive outdoor sports opportunities for everyone, as a way to address some of the most pressing challenges in European society.

Understanding barriers and facilitators to broaden participation
Programme evaluations to understand 'what works?'
School sport
Community sport
Sport for Development
Outdoor recreation
Quantifying economic and social impacts

Teaching

College of Health, Wellbeing and Life Sciences

School Games
Assessing Sheffield's Outdoor Economy
iCount workplace health evaluation
Sport Unlimited
Northern Ireland Community Sports Programme

Research

Maxine is currently part of a consortium led by SHU (alongside NatCen and Mosodi) conducting a portfolio evaluation of Active Travel England (ATE)'s investment in improving transport choice and making it easier for everybody to walk, wheel and cycle.

Maxine is passionate about outdoor recreation and managed a local project to assess the value of Sheffield's 'Outdoor Economy' which supported strategic development within the city to create 'Sheffield: The Outdoor City' initiative. She has subsequently been involved in a significant amount of research projects, both in the UK and Europe, to produce strategies, widen participation, and to evaluate the impact of outdoor sport - leading to the development of Hallam's ORRG research network. She had a lead role in delivering the Erasmus funded 'Benefits of Outdoor Sport to Society' (BOSS) project to develop a system and evidence base to support the measurement of social value within the outdoor sector.

Eigenschenk, B., Thomann, A., McClure, M., Davies, L., Gregory, M., Dettweiler, U., & Inglés, E. (2019). Benefits of outdoor sports for society. A systematic literature review and reflections on evidence. International journal of environmental research and public health, 16 (6). https://doi.org/10.3390/ijerph16060937

Valuing Sheffield's Outdoor Economy
http://www.welcometosheffield.co.uk/content/images/fromassets/100_3329_161014125319.pdf

European Network of Outdoor Sport (ENOS)
Sport NI
Sport England
Creative Sheffield

Publications

Journal articles

Moore, R., Vernon, T., Gregory, M., & Freeman, E. (2023). Facilitators and barriers to physical activity among English adolescents in secondary schools: a mixed method study. Frontiers in Public Health, 11. http://doi.org/10.3389/fpubh.2023.1235086

Moore, R., Edmondson, L., Gregory, M., Griffiths, K., & Freeman, E. (2023). Barriers and facilitators to physical activity and further digital exercise intervention among inactive British adolescents in secondary schools: a qualitative study with physical education teachers. Frontiers in Public Health, 11. http://doi.org/10.3389/fpubh.2023.1193669

Vernon, T., Ruddock, A., & Gregory, M. (2021). Performance and Thermal Perceptions of Runners Competing in the London Marathon: Impact of Environmental Conditions. International Journal of Environmental Research and Public Health, 18 (16). http://doi.org/10.3390/ijerph18168424

Vernon, T., Ruddock, A.D., & Gregory, M. (2020). Performance and Thermal Perceptions of Runners Competing in the London Marathon: Impact of environmental conditions. . http://doi.org/10.1101/2020.05.22.20110015

Eigenschenk, B., Thomann, A., McClure, M., Davies, L., Gregory, M., Dettweiler, U., & Inglés, E. (2019). Benefits of outdoor sports for society. A systematic literature review and reflections on evidence. International journal of environmental research and public health, 16 (6). http://doi.org/10.3390/ijerph16060937

Twells, A., Furness, P., Bhanbhro, S., & Gregory, M. (2018). 'It's about giving yourself a sense of belonging’: community-based history and well-being in South Yorkshire. People, place and policy online, 12 (1), 8-28. https://extra.shu.ac.uk/ppp-online/

Bullough, S., Gregory, M., & Hart, G. (2012). Demand for sport: What young people want? Leisure Studies Association, (Children, Youth and Leisure), 55-80.

Hart, G., Barlow, M., & Taylor, P. (2011). The stimulation of sports participation in deprived communities : evidence from British coalfields areas. International Journal of Sport Policy and Politics, 3 (1), 65-83. http://doi.org/10.1080/19406940.2010.544664

Barlow, M., & Shibli, S. (2007). Audience development in the arts : a case study of chamber music. Managing Leisure, 12 (2-3), 102-119. http://doi.org/10.1080/13606710701339272

Conference papers

Shearn, K., Vincent, R., Harris, K., Murray-Evans, A., Wingfield, H., Armour, S., ... Broom, D. (2024). An explanatory framework for operationalising and evaluating whole systems approaches to tackle physical activity inequalities [abstract only]. In ISBNPA 2024 Advancing Behaviour Change Science, Omaha, Nebraska USA, 20 May 2024 - 23 May 2024. ISBNPA: https://annualmeeting.isbnpa.org/wp-content/uploads/2024/06/ISBNPA-2024-Abstract-Book-9.pdf

Donnelly, P., Coleman, R., Gregory, M., Shibli, S., & Wilson, D. (2006). An evaluation of the pilot community sport programme in Northern Ireland. In 14th EASM Congress, Nicosia, Cyprus, Nicosia, Cyprus.

Book chapters

Gregory, M., & Wilson, J. (2018). Monitoring and evaluation. In Wilson, R., & Platts, C. (Eds.) Managing and Developing Community Sport. (pp. 213-235). London: Routledge: https://www.taylorfrancis.com/books/e/9781317201106

Cherrington, J., & Gregory, M. (2017). Where nature and culture coalesce: The social, cultural and political impact of outdoor recreation in Sheffield. In Turner, D., & Carnicelli, S. (Eds.) Lifestyle sports and public policy. (pp. 100-116). London: Routledge: https://www.routledge.com/Lifestyle-Sports-and-Public-Policy/Turner-Carnicelli/p/book/9781138652217

Bullough, S., Hart, G., & Gregory, M. (2011). Demand for sport : what young people want. In Jeanes, R., & Magee, J. (Eds.) Children, Youth and Leisure. (pp. 55-80). Leisure Studies Association: http://www.leisure-studies-association.info/LSAWEB/NewTitle/113.html

Reports

Vernon, T., Gregory, M., Goldsmith, S., Christy, E., Storey, R., & Moore, R. (2023). A new era for PE, School Sport and Physical Activity? Secondary Teacher Training (STT) Programme - Source Document.

Vernon, T., Gregory, M., Goldsmith, S., Christy, E., Storey, R., & Moore, R. (2023). A new era for PE, School Sport and Physical Activity? Secondary Teacher Training (STT) Programme - Final Report.

Vernon, T., Gregory, M., Goldsmith, S., Christy, E., Storey, R., & Moore, R. (2023). A new era for PE, School Sport and Physical Activity? Secondary Teacher Training (STT) Programme - Source Document.

Vernon, T., Gregory, M., Goldsmith, S., Christy, E., Storey, R., & Moore, R. (2023). A new era for PE, School Sport and Physical Activity? Secondary Teacher Training (STT) Programme - Final Report.

Gregory, M., & Christy, E. (2022). Parkwood Springs Baseline Data report.

Vernon, T., Gregory, M., & Richard, M. (2022). Secondary Teacher Training programme – what we’re learning about inequalities Spring 2022. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/STT%20tackling%20inequalities%20leaflet%20A5%20FINAL.pdf?VersionId=QT_8cYw2Cd2_hzvvVUhjPc0im1kvKBC1

Vernon, T., & Gregory, M. (2021). Top Tips V2.

Vernon, T., & Gregory, M. (2021). How to engage all pupils in PE, school sport and physical activity: Schools Poster. Sport England. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2021-02/How%20to%20engage%20all%20pupils%20in%20PE%2C%20school%20sport%20and%20physical%20activity.pdf?VersionId=cArkrsMwg1YqMeQkAsuZDNg9IriZ003

Vernon, T., Gregory, M., & Moore, R. (2021). Secondary Teacher Training Programme - Attitudes and Behaviours of most and least active students. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2021-02/Research%20summary%20-%20attitudes%20and%20behaviours%20of%20the%20most%20and%20least%20active%20students.pdf?VersionId=fGMh7a5GJJZZqeqf1OGp_i6VQR_NDZ8Y

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme Impact Report Summary October 2021.

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme: Inclusive PE - Top Tips for Engaging SEND Students. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2021-02/Inclusive%20PE%20-%20top%20tips%20for%20engaging%20SEND%20students.pdf?VersionId=OAc6IiyGJk7_VSaafTxNLOn84X7Oppm6

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme: Including SEND Students - What we know. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2021-02/Including%20SEND%20students%20-%20what%20we%20know.pdf?VersionId=my8mggy02HHu.VZL5QDuS0.IFhw7248k

Gregory, M., Goldsmith, S., Vernon, T., & Southwell, K. (2021). Get Out Get Active (GOGA) - The GOGA approach. http://www.getoutgetactive.co.uk/assets/000/001/008/23600_-_1_The_GOGA_approach_-_7pp_Accessible_original.pdf?1634137359

Gregory, M., Vernon, T., & Goldsmith, S. (2021). Get Out Get Active (GOGA) - measuring our impact. http://www.getoutgetactive.co.uk/assets/000/001/009/23600_-_1_GOGA_measuring_our_impact_-_9pp_Accessible_original.pdf?1634137414

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - Becoming active: the participant journey so far. http://www.getoutgetactive.co.uk/assets/000/001/010/23600_-_2_Becoming_active-_the_participant_journey_so_far_6pp_Accessible_original.pdf?1634137583

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - reaching the least active. http://www.getoutgetactive.co.uk/assets/000/001/011/23600_-_2_Reaching_the_least_active_-_the_partner_journey_so_far_-_5pp_Accessible_original.pdf?1634137666

Gregory, M. (2021). Get Out Get Active (GOGA) Creating an inclusive workforce. http://www.getoutgetactive.co.uk/assets/000/001/012/23600_-_2_Creating_a_workforce_that_gets_me_5pp_Accessible_original.pdf?1634137711

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active - building an inclusive framework. http://www.getoutgetactive.co.uk/assets/000/001/013/23600_-_3_How_we_built_an_inclusive_framework_for_engaging_the_least_active_3pp_Accessible_original.pdf?1634137765

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - putting people's needs first. http://www.getoutgetactive.co.uk/assets/000/001/014/23600_-_3_Creating_activities_that_put_people's_needs_first_5pp_Accessible_original.pdf?1634137800

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - GOGA in action. http://www.getoutgetactive.co.uk/assets/000/001/015/23600_-_3_GOGA_In_Action__7pp_Accessible_original.pdf?1634137829

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - making activity more accessible and appealing. http://www.getoutgetactive.co.uk/assets/000/001/016/23600_-_3_Making_activity_more_accessible_and_appealing_3pp_Accessible_original.pdf?1634137869

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - a tactical approach to sustainability. http://www.getoutgetactive.co.uk/assets/000/001/019/23600_-_4_A_tactical_approach_to_sustainability_5pp_Accessible_original.pdf?1634138334

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - driving organisational and systems change. http://www.getoutgetactive.co.uk/assets/000/001/020/23600_-_4_Driving_organisation_and_system_change_11pp_Accessible_original.pdf?1634138377

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - ambitions for a lasting GOGA legacy beyond 2023. http://www.getoutgetactive.co.uk/assets/000/001/021/23600_-_4_Ambitions_for_a_lasting_GOGA_legacy_%28beyond_2023%29_4pp_Accessible_original.pdf?1634138410

Vernon, T., Goldsmith, S., southwell, K., & Gregory, M. (2021). Get Out Get Active (GOGA) - our ask to national partners and policy makers. http://www.getoutgetactive.co.uk/assets/000/001/022/23600_-_4_GOGA's_lasting_legacy_-_A_-_what_we're_asking_of_our_stakeholders_Policy_makers_and_national_partners_Accessible_original.pdf?1634138912

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - our ask to local delivery partners. http://www.getoutgetactive.co.uk/assets/000/001/023/23600_-_4_GOGA's_lasting_legacy_-_C_-_what_we're_asking_of_our_stakeholders_Local_deliverers_Accessible_original.pdf?1634138959

Gregory, M., Vernon, T., southwell, K., & Goldsmith, S. (2021). Get Out Get Active (GOGA) our ask to commissioners. http://www.getoutgetactive.co.uk/assets/000/001/024/23600_-_4_GOGA's_lasting_legacy_-_B_-_what_we're_asking_of_our_stakeholders_Commissioners_Accessible_original.pdf?1634139001

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Inclusion and Inequalities Insight.

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training - Inequalities data overview.

Vernon, T., & Gregory, M. (2021). Return To Play. Sheffield Hallam University.

Gregory, M., Parkes, S., Ferrari, E., & taylor, C. (2021). SCR’s Active Travel Implementation Plan monitoring and evaluation plan.

Gregory, M., & taylor, C. (2021). Active Things - cycling business development.

Gregory, M., Vernon, T., Goldsmith, S., & southwell, K. (2021). Get Out Get Active (GOGA) - a person-centred approach. http://www.getoutgetactive.co.uk/assets/000/001/007/23600_-_1_GOGA_a_person_centred_approach_-_2pp_Accessible_original.pdf?1634137303

Vernon, T., & Gregory, M. (2020). P1 Exec Summary SLT.

Gregory, M., & Goldsmith, S. (2020). Get Out, Get Active - consolidation of learning review.

Carter, A., & Gregory, M. (2020). Evaluation and Monitoring Report, Kings Active Foundation.

Gregory, M., Kokolakakis, T., & Storey, R. (2020). Sheffield: The Outdoor City: Economic Impact (2020) Update.

Vernon, T., & Gregory, M. (2020). Phase Four Report - the relationship between staff and student attitudes and behaviours.

Vernon, T., & Gregory, M. (2020). P4 Attitudes and Behaviours.

Kokolakakis, T. (2020). Assessing the Economic Impact of Outdoor Recreation in Northern Ireland, 2017.Distribution of the Impact per Council.

Vernon, T., & Gregory, M. (2020). STT Attitudes Report.

Vernon, T., & Gregory, M. (2020). STT evaluation - attitudes and behaviours one pager.

Vernon, T., & Gregory, M. (2020). Phase Four Orientation Day Summary.

Gregory, M., Pomfret, G., & Doran, A. (2020). The Outdoor City Adventure Breaks - Evaluation Report.

Vernon, T., & Gregory, M. (2019). TSA Cascade Process Report. Sheffield Hallam University.

Gregory, M., Davies, L., Ramchandani, G., & McClure, M. (2019). Benefits of Outdoor Sport for Societies - dissemination of findings. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/01/BOSS-WP4-Report.pdf

Gregory, M., Ramchandani, G., & kay, C. (2019). Benefits of Outdoor Sports for Society (BOSS) - Battleback case study. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/04/CSIG-1-Battleback-2.pdf

Gregory, M., & mcclure, M. (2019). Benefits of Outdoor Sport for Society (BOSS) Case study Cheval et Diversite. https://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-2-Cheval-et-Diversite.pdf

Gregory, M., & mcclure, M. (2019). Benefits of Outdoor Sport to Society (BOSS) - Case study Play and Train. https://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-3-Play-and-Train.pdf

Gregory, M., mcclure, M., yankov, P., & kuleva, M. (2019). Benefit of Outdoor Sports to Society (BOSS) - Case study National Sports Academy (Bulgaria). https://outdoorsportsbenefits.eu/resources/

Gregory, M., & mcclure, M. (2019). Benefits of Outdoor Sport for Society (BOSS) Case Study Step by Step. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-5-Step-by-step.pdf

Gregory, M., Zamith, J., & Mcclure, M. (2019). Benefits of Outdoor Sport for Society (BOSS) - Case study Nautical in Schools. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-6-Nautical-in-Schools.pdf

Gregory, M., Eigenschenk, B., Mcclure, M., & Thomman, A. (2019). Benefits of Outdoor Sport for Societies (BOSS) Case study Crossing the Alps. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-7-Crossing-the-Alps.pdf

Gregory, M., Broadhead, S., & Ramchandani, G. (2019). Benefits of Outdoor Sport for Society (BOSS) - Case study Breeze Cycling. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-8-Breeze-cycling.pdf

Mcclure, M., & Gregory, M. (2019). Benefits of Outdoor Sports for Society (BOSS) - Case study Row the Erne. http://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/CSIG-9-Row-the-Erne.pdf

Gregory, M. (2019). Benefits of Outdoor Sport for Society (BOSS) - Case study Parkwalk. https://outdoorsportsbenefits.eu/resources/

Gregory, M., & Mcclure, M. (2019). Benefits of Outdoor Sport for Society (BOSS) - Case study winter and summer camps.

Vernon, T., & Gregory, M. (2019). STT Process Evaluation Overview and Update.

Gregory, M., Davies, L., Ramchandani, G., & Mcclure, M. (2019). Benefits of Outdoor Sports for Society (BOSS) - Toolkit. http://outdoorsportsbenefits.eu/wp-content/uploads/2019/12/Toolkit-final.pdf

Vernon, T., Gregory, M., Moore, R., Millar, R., & Storey, R. (2019). Evaluation of the Specialist Teacher Training Pilot - Final Report, July 2019.

Gregory, M., Davies, L., Ramchandani, G., & McClure, M. (2019). Benefits of Outdoor Sports for Society (BOSS). Testing of methodology to value social benefits of outdoor sport. European Network of Outdoor Sports. https://outdoorsportsbenefits.eu/wp-content/uploads/2020/03/BOSS-Stage-3-Report.pdf

Gregory, M., Davies, L., Ramchandani, G., & McClure, M. (2019). Benefits of Outdoor Sports for Society (BOSS). Development of methodology to value social impact of outdoor sport. European Network of Outdoor Sports. https://outdoorsportsbenefits.eu/wp-content/uploads/2019/10/11257-BOSS-Stage2-Report.pdf

Shibli, S., Davies, L., Gregory, M., Ramchandani, G., & Hart, G. (2018). Run Birmingham evaluation. Birmingham City Council.

Gregory, M., Doran, A., & Pomfret, G. (2018). Adrenaline fuelled city breaks: Research summary report.

Bullough, S., & Gregory, M. (2018). Parklife Hubs Liverpool community impact.

Gregory, M., Crowe, L., & Rotherham, I. (2018). Access and Gateways to the Landscape Appraisal : consultancy report produced for the Sheffield Lakelands Landscape Project. Sheffield Hallam University for the Sheffield and Rotherham Wildlife Trust. https://www.wildsheffield.com/wp-content/uploads/2018/05/final-report-sllp-access-and-gateways.pdf

Gregory, M., Davies, L., Christy, E., Eigenschenk, B., Thomman, A., & McClure, M. (2018). Benefits of Outdoor Sport for Societies (BOSS) - systematic review of evidence - summary report. http://outdoorsportsbenefits.eu/wp-content/uploads/2019/03/BOSS-Stage1-Summary-Report.pdf

Bullough, S., Shibli, S., & Gregory, M. (2017). Parklife Hubs Sheffield community impact.

Gregory, M., Thomman, A., Eigenshenck, B., Davies, L., Gregory, M., & Mcclure, M. (2017). Benefits of Outdoor Sport for Society (BOSS) systematic review of evidence - full report. https://outdoorsportsbenefits.eu/. http://outdoorsportsbenefits.eu/wp-content/uploads/2019/03/BOSS-Stage1-Full-Report.pdf

Gregory, M., Davies, L., Eigenschenk, B., McClure, M., & Thomman, A. (2017). Benefits of Outdoor Sport for Society (BOSS) systematic review of evidence - medium report. http://outdoorsportsbenefits.eu/wp-content/uploads/2019/03/BOSS-Stage1-Medium-Report.pdf

Gregory, M. (2017). Parkletics.

Gregory, M., Davies, L., Kokolakakis, T., & Barrett, D. (2016). Economic impact of the Porter Valley. National Trust / Sheffield City Council.

Gregory, M. (2016). Sheffield's Run City - Impact Evaluation.

Coldwell, M., Gregory, M., Maxwell, B., Ramchandani, G., & Taylor, P. (2015). The Impact of National College Grants Evaluation. National College for Teaching and Leadership. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/438041/Impact_of_National_College_grants_evaluation.pdf

Gregory, M., Crowe, L., & Copeland, R. (2015). National Outdoor Recreation Strategy : preliminary review of strategies. Sheffield, UK: Sheffield Hallam University, Outdoor Recreation Research Group.

Gregory, M., Davies, L., Kokolakakis, T., & Barrett, D. (2015). Sheffield: The Outdoor City: economic impact study. Everything grows outside. https://silo.tips/download/everything-grows-outside-including-jobs-and-the-economy-valuing-the-contribution

Shibli, S., Davies, L., Gregory, M., & Coalter, F. (2015). Sport for Development measurement framework. Sport England.

Gregory, M., Davies, L., Kokolakakis, T., & Barrett, D. (2014). Everything grows outside–including jobs and the economy. Valuing the contribution of the outdoor economy in Sheffield. Summary report. Sheffield CIty Council. http://www.welcometosheffield.co.uk/content/images/fromassets/100_3329_161014125319.pdf

Gregory, M., Davies, L., Kokolakakis, T., & Barrett, D. (2014). Everything grows outside - including jobs and the economy. Valuing the contribution of the outdoor economy in Sheffield. Sheffield City Council.

Shibli, S., Bullough, S., Coleman, R., Gregory, M., Ramchandani, G., & Hart, G. (2011). Everyday Swim Good Practice Centres (2009-11).

Gregory, M., Bullough, S., & Hart, G. (2011). Sport Unlimited Sustainability.

Gregory, M., Bullough, S., & Hart, G. (2010). Sport Unlimited.

Shibli, S., Bullough, S., Coleman, R., Gregory, M., Hart, G., & Ramchandani, G. (2009). Everyday Swim (2006-2009) Final Report. Amateur Swimming Association. http://www.swimming.org/assets/uploads/library/Microsoft_Word_-_ES_FinalReport.pdf

Shibli, S., Coleman, R., Ramchandani, G., & Bullough, S. (2008). UK Sport Survey of World Class Athletes 2007. UK Sport.

Images

eigenschenk, B., Gregory, M., mcclure, M., thomman, A., & Davies, L. (2018). Benefits of Outdoor Sports for Society (BOSS) - benefits infographic.

eigenschenk, B., mcclure, M., Gregory, M., & Davies, L. (2018). Benefits of Outdoor Sport for Societies (BOSS) - key findings infographic.

Media

McClure, M., Eikenshenk, B., & Gregory, M. (2020). Benefits of Outdoor Sport for Society (BOSS) Interactive summary. https://outdoorsportsbenefits.eu/

Presentations

Gregory, M. (2023). Keynote: Outdoor Sports, Well-Being and Sustainability: What does 'inclusive practice' mean within outdoor sport? Presented at: CIDESD, International Congress, Universidade de Trás-os-Montes e Alto Douro, Vila Real

Vernon, T., & Gregory, M. (2022). Stakeholder Engagement STT.

Vernon, T. (2021). STT P4.

Vernon, T., & Gregory, M. (2021). P1 Impact Slides Consortium.

Vernon, T., & Gregory, M. (2021). P1 Impact Slides.

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Physical Activity Behaviours of Secondary School Girls.

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training - Inequalities in PESSPA Experience (Overview).

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme: Inclusion and Inequalities - SEND.

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Inclusion and inequalities (students).

Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Inclusion and inequalities (staff).

Vernon, T., & Gregory, M. (2021). STT Phase 1 impact slides consultants and TSAs.

Posters

Vernon, T., & Gregory, M. (2021). How to engage all pupils in PE, school sport and physical activity.

Gregory, M., McClure, M., Eigenschenk, B., & Thomman, A. (2018). Benefits of Outdoor Sport for Societies (BOSS) - key findings for evidence review.

Other publications

Vernon, T., & Gregory, M. (2022). Infographic 4.

Vernon, T., & Gregory, M. (2022). Infographic 3.

Vernon, T., & Gregory, M. (2022). Infographic 2.

Vernon, T., & Gregory, M. (2022). Infographic 1.

Vernon, T., & Gregory, M. (2022). Top tips to make PE, school sport and physical activity great for students - Infographic. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/Top%20tips%20to%20make%20PE%20great%20for%20students.pdf?VersionId=xPSCdSUEhKuFCqUNiJNf.iG6c.mLtwHa

Vernon, T., & Gregory, M. (2022). Why inclusive PE makes a happy school - Infographic. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/Why%20PE%20makes%20a%20school%20happy.pdf?VersionId=zwqd8DakUv_RXWOtZX_1ahtwiBzGO8MA

Vernon, T., & Gregory, M. (2022). Are you really listening? - Infographic. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/Are%20you%20really%20listening.pdf?VersionId=iyru6N6Oz2sgIXl1N7zDVYiMFf9GQlcR

Vernon, T., & Gregory, M. (2021). Infographic 5. Sport England

Vernon, T., & Gregory, M. (2021). How to make PE inclusive for everyone - Infographic. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/How%20to%20make%20PE%20for%20everyone.pdf?VersionId=uxjuClVaCo2pKp7JcSBMdMO4UzHw2UIl

Vernon, T., & Gregory, M. (2020). STT Infographic P1.

Vernon, T., & Gregory, M. (2020). Why PEn School Sport and Physical Activity Matters - Infographic. https://sportengland-production-files.s3.eu-west-2.amazonaws.com/s3fs-public/2022-09/Why%20PE%20matters.pdf?VersionId=Irz6.jZ9LNy3Qg_6P7QiGIITeuqO1mZ8

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Vice-Chair of European Network of Outdoor Sports (ENOS)

Summary