AboutI started at Kent in 2007 as Head of School and held this role until last year. Prior to taking on this role I worked with British Cycling as their sports scientist leading their preparation for the Beijing Olympics. In the past I've also been sports scientist for the Barcelona 1992 and Atlanta 1996 British Olympic Cycling teams.
A significant part of my research has focused on different aspects of Cycling.
Key themes of this work include data modelling, training and performance. I've also worked extensively as an applied scientist and therefore I've a particular interest in mentoring and developing excellence in practitioners, especially those working in sport.
I'm excited by conducting research that may help change the way we understand the process of training. In particular, looking at how we can use data from wearables, GPS devices and other instruments to help optimise an individual's training process. In addition, I'm exploring how people train, and how people learn, and whether there are important links between these. The above is likely an exercise in complexity science and therefore I'm also very interested helping people better understand the implications of this in their work.
TeachingI lead the Professional Doctorate programme which is designed for practitioners in sport and exercise who want to develop themselves and their professional practice.
Also view these in the Kent Academic Repository
Earl, S. et al. (2019). Young adolescent psychological need profiles: Associations with classroom achievement and well-being. Psychology in the Schools [Online]. Available at: https://doi.org/10.1002/pits.22243.Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.
Madigan, D. et al. (2018). Perfectionism and training performance: The mediating role of other-approach goals. European Journal of Sport Science [Online] 18:1271-1279. Available at: http://dx.doi.org/10.1080/17461391.2018.1508503.Recent research found perfectionistic strivings to predict performance in a novel basketball task among novice basketball players. The current study builds on this research by examining whether this is also the case for performance in a familiar basketball training task among experienced basketball players, and whether achievement goals mediated any observed relationships. Perfectionistic strivings, perfectionistic concerns, and 3 × 2 achievement goals were assessed prior to basketball training performance in 90 basketball players (mean age 20.9 years). Regression analyses showed that perfectionistic strivings predicted better performance. Furthermore, mediation analyses showed that other-approach goals (e.g., beliefs that one should and can outperform others) accounted for this relationship. The findings suggest that perfectionistic strivings may predict better performance in both novel and familiar athletic contexts. In addition, beliefs about the importance and ability to outperform others may explain this relationship.
Madigan, D. et al. (2019). Development of perfectionism in junior athletes: A three-sample study of coach and parental pressure. Journal of Sport & Exercise Psychology.Perfectionism predicts cognitions, emotions, and behaviors in sport. Nonetheless, our understanding of the factors that influence its development is limited. We sought to address this issue by examining the role of coach and parental pressure in the development of perfectionism in sport. Using three samples of junior athletes (16-19 years; cross-sectional: N = 212; 3-month longitudinal: N = 101; 6-month longitudinal: N = 110), we examined relations between coach pressure to be perfect, parental pressure to be perfect, perfectionistic strivings, and perfectionistic concerns. Mini meta-analysis of the combined cross-sectional data (N = 423) showed that both coach pressure and parental pressure were positively correlated with perfectionistic strivings and perfectionistic concerns. In contrast, longitudinal analyses showed that only coach pressure predicted increased perfectionistic strivings and perfectionistic concerns over time. Overall, our findings provide preliminary evidence that coaches may play a more important role in the development of junior athletes' perfectionism than parents.