Timothy Vernon MSc
Senior Research Fellow
Summary
I am senior research fellow and lead of the Sport and Human Performance Research Group (S&HP). My main areas of research include applied sport biomechanics and the measurement of physical activity in children and young people.
About
I have been a researcher at Sheffield Hallam University since 2001 and am now senior research Fellow and lead of the Sport and Human Performance Research Group (S&HP) in the Sport and Physical Activity Research Centre (SPARC). Initially my work focussed on sport biomechanics and in particular the mechanics of the golf swing, where I used 3D motion capture to measure and analyse the golf swings of some of the World’s best golfers. This included working with European Tour, Ryder Cup, Challenge Tour, LPGA players and including 2016 Masters Championship winner Danny Willett. Outside of golf, I have worked with a variety of athletes from many sports including Diving, Football, Rugby League and Figure Skating and have lead and delivered research and consultancy projects for various high profile clients including The Consumer Association, Adidas TaylorMade, The Football Association and UK Sport. I have also acted as expert advisor to the European Tour Medical Advisory Board, the Golf and Health Think Tank, the Junior Review Panel for British Wheelchair Basketball and Public Health England’s Change4Life campaign. In recent years, my work has diversified to include the measurement and analysis of physical activity in children and young people. Research projects of note include: • The validation of the Active Lives Children and Young People Survey, a national statistic delivered by Sport England and IPSOS MORI to measure the activity level of England’s young people. • The evaluation of the Secondary Teacher Training Programme, a £13.5m investment into improving the physical activity experience of secondary school students, by Sport England and a consortium of partners including the Activity Alliance, Youth Sport Trust and Association for PE. My teaching and student project supervision duties tend to cover the sport biomechanics subjects with a focus on the application of biomechanics for improvement of sport performance.
Tim's main expertise lies in the biomechanics of sport movements with the goal of improving performance or reducing the risk of injury. More specifically his interests include the application of biomechanics techniques to the measurement of the golf swing and the integration of biomechanics and strength and conditioning.
Teaching
Alongside his consultancy work, Tim is also heavily involved in biomechanics research including the completion of his own PhD into the safe development of club head speed in golf and investigations for clients such as The Consumer Association, The Football Association, Swiss Massai Ltd, Adidas and HD Sports.
Research
- Evaluation of the Secondary Teacher Training programme;
- Inclusion in the UK Talent and High Performance Pathways;
- A Feasibility Study Exploring Children’s Physical Activity During Inpatient and Outpatient Care Following a Diagnosis of Cancer: A Case Study Series
Sport England, UK Sport, Sheffield Children's Hospital
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
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
Bennett, J., Bickley, J., Vernon, T., Olusoga, P., & Maynard, I. (2017). Preliminary evidence for the treatment of performance blocks in sport: The efficacy of EMDR With Graded Exposure. Journal of EMDR Practice and Research, 11 (2), 96-110. http://doi.org/10.1891/1933-3196.11.2.96
Wheat, J.S., Vernon, T., & Milner, C.E. (2007). The measurement of upper body alignment during the golf drive. JOURNAL OF SPORTS SCIENCES, 25 (7), 749-755. http://doi.org/10.1080/02640410601113213
Wheat, J.S., Vernon, T., & Milner, C.E. (2007). The measurement of upper body alignment during the golf drive. Journal of sports sciences, 25 (7), 749-755. http://doi.org/10.1080/02640410601113213
Tunstall, H., Mullineaux, D.R., & Vernon, T. (2005). Criterion validity of an isokinetic dynamometer to assess shoulder function in tennis players. Sports biomechanics, 4 (1), 101-111. http://doi.org/10.1080/14763140508522855
Conference papers
Vernon, T., Rowley, D., Quirk, H., Jenkins, A., & Patrella, A. (2022). Children’s physical activity following a diagnosis of childhood cancer. In Cancer rehabilitation conference / Christie School of Oncolgy, 2022.
Vernon, T., & Mackay, R. (2016). The sequencing of segment velocity during golf pitching. In World Scientific Congress of Golf 2016.
Renshaw, I., Vernon, T., Davids, K., & Mullineaux, D.R. (2003). Variability in cricket bowlers' run-ups. JOURNAL OF SPORTS SCIENCES, 21 (4), 250-251.
Milner, C.E., Vernon, T., & Mickelborough, J. (2003). Validation of a kinematic protocol for determining gait events during treadmill locomotion. JOURNAL OF SPORTS SCIENCES, 21 (4), 246-247.
Vernon, T., & Renshaw, I. (2003). Regulation in the bound and delivery stride of elite fast bowlers. JOURNAL OF SPORTS SCIENCES, 21 (4), 252-253.
Tunstall, H., Mullineaux, D.R., & Vernon, T. (2003). Criterion validity of the kinematics of an isokinetic dynamometer to assess shoulder function in tennis players. JOURNAL OF SPORTS SCIENCES, 21 (4), 251-252.
Vernon, T., Tunstall, H., Mullineaux, D.R., Bishop, D.C., Horton, J., & Brooksbank, S.L. (2003). A biomechanical analysis of the tilt technique in wheelchair basketball. JOURNAL OF SPORTS SCIENCES, 21 (4), 253.
Reports
Vernon, T. (2024). Exploring the STT Dataset.
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., & 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: 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
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
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) - 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) - 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., 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) - 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) - 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 - 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) - 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
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., 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
Vernon, T., & Barrett, D. (2021). Talent Pathway Inclusion Insight 2021 - England.
Vernon, T., & Barrett, D. (2021). Talent Pathway Inclusion Insight 2021 - Scotland.
Vernon, T., & Barrett, D. (2021). Talent Pathway Inclusion Insight 2021 - NI.
Vernon, T., & Barrett, D. (2021). Talent Pathway Inclusion Insight 2021 - Wales.
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., 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.
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.
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.
Vernon, T., & Gregory, M. (2019). TSA Cascade Process Report. Sheffield Hallam University.
Vernon, T., & Gregory, M. (2019). STT Process Evaluation Overview and Update.
Vernon, T., Gregory, M., Moore, R., Millar, R., & Storey, R. (2019). Evaluation of the Specialist Teacher Training Pilot - Final Report, July 2019.
Vernon, T., Quirke, H., Jones, G., Daly-Smith, A., Broom, D., O'Hagan, C., ... Shibli, S. (2019). Active Lives Children and Young People Comparison Study.
Vernon, T., & Barrett, D. (2019). Inclusion in the England Talent Pathway.
Vernon, T., & Hembrough, D. (2015). Parkletics: A park based exercise system.
Vernon, T., & Scaife, R. (2012). The effect of GOPO supplementation on passive joint forces and subjective assessment of pain.
Vernon, T. (2010). SwingPlane+ A Case Study.
Vernon, T., scott, S., & Tunstall, H. (2009). Review of Exercise Equipment & Heart Rate Monitors.
Vernon, T. (2008). Golf Bone: An alternative golf bag carrying system.
Vernon, T. (2008). Freedom Shoes: analysis of gait A study performed for Freedom Shoes Ltd.
Vernon, T., Wheat, J., Naik, R., & Petit, G. (2005). Changes in gait characteristics of a normal, healthy population due to an unstable shoe construction.
Vernon, T. (2004). Optimal Ankle Axis Position for Articulated Boots.
Vernon, T. (2004). FINAL REPORT FOR EXERCISE MACHINE TESTING FOR WHICH?
Vernon, T., & Bartlett, R. (2004). Biomechanical Assessment of Figure Skating.
Vernon, T., Milner, C., & Tunstall, H. (2003). Evaluation of Jogging Shoes for Which? Biomechanical Assessment and User Trials.
Vernon, T., Milner, C., & Tunstall, H. (2003). The effects of playing surface on soccer specific movements: part II.
Vernon, T., Milner, C., & Tunstall, H. (2003). The effects of playing surface on soccer specific movement.
Vernon, T. (2003). BRITISH PARALYMPIC ASSOCIATION Power lifting - EMG.
Presentations
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 - 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 - Physical Activity Behaviours of Secondary School Girls.
Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Inclusion and inequalities (staff).
Vernon, T., & Gregory, M. (2021). Secondary Teacher Training Programme - Inclusion and inequalities (students).
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.
Other publications
Vernon, T., & Gregory, M. (2022). Infographic 1.
Vernon, T., & Gregory, M. (2022). Infographic 2.
Vernon, T., & Gregory, M. (2022). Infographic 3.
Vernon, T., & Gregory, M. (2022). Infographic 4.
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
Other activities
Member of the Medical Advisory Board to the PGA European Tour