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About Dr Kendall Jarrett

Throughout his professional career, Kendall’s experience in education has been equally shared between the university sector and the school system. Kendall’s academic career has been shaped by a range of international learning, teaching and leadership experiences (inc. UK, Australia, NZ, Japan and Sub-Saharan Africa). His research interests include the relationships educators have with the practice of leadership and utilisation of cross-sector perspectives to enhance educational leadership effectiveness. Kendall also supervises doctoral students studying at University of Bath’s International Centre for Higher Education Management.


Research Interests:

  • The practice of leadership in HE
  • Utilisation of cross-sector perspectives to enhance educational leadership effectiveness

Published Work

Jarrett, K. (19th October, 2022). ‘Vision? What vision?’ An un-occluded view of the importance of vision in educational development. The SEDA blog. October | 2022 | thesedablog (

Jarrett, K. (2021). Leadership for impact: the importance of the global and of the local. Professional Development Today. 22(2). Available at:

Hopkins, D., Jarrett, K. & Foote, G. (2020). Enhancing social mobility in the digital learning age. Research Institute of Social Mobility and Education (RISE). Available at:

Jarrett, K. & Newton, S. (eds) (2020). The practice of leadership in higher education: Real-world perspectives on becoming, being, and leaving. Abingdon: Routledge.

  • Jarrett, K. Developing leaders from within (Chapter 2)
  • Jarrett, K. & Baumber, J. Leading complex educational systems (Chapter 6)
  • Jarrett, K. & Newton, S. Academics in exile – a ghost chapter (Chapter 7)
  • Jarrett, K. Leadership in sport (Chapter 11)
  • Jarrett, K. Leadership in the public and third sectors (Chapter 12)

Jarrett, K & Ellis, L. (2020). Maintaining the connection: story sharing as a function of home institution support for study abroad students. Journal of University Teaching and Learning Practice. 17(3).

Jarrett, K. (2019). Managing a decentralized student recruitment initiative in a higher education institution: the experience of using a double-adoptive approach. Journal of Higher Education Management. 34(1), 61-69.

Jarrett, K. (2018). Developing the art of storytelling as a pedagogical tool for academics. Navigating with Practical Wisdom: Articles from the 2018 University of Brighton Learning and Teaching Conference, Brighton, 13th July, 83-89.

Publications (sport pedagogy leadership)

Jarrett, K. Cooke, B. Harvey, S. & López-Ros, V. (in press). Discussing the case for use of Practically Assessed Structured Scenarios (PASS) as a mode of assessment in physical education teacher education and sport coaching courses. JOPERD.

Jarrett, K. (2022) The Utility of Game-Based Approaches within the PE Curriculum Design and Implementation Process to Develop “More Knowledgeable Others”. Strategies, 35(3), 3-10.

Jarrett, K. Cooke, B. Harvey, S. & López-Ros, V. (2021). Using professional conversations as a participatory research method within the discipline of sport pedagogy-related teacher and coach education. Journal of Participatory Research Methods. 2(1).

Jarrett, K. & Light, R. (2021). English and Australian Teachers’ interpretation and use of GBA. In. R. Light & C. Curry (Eds) Game sense for teaching and coaching: International perspectives. (Chapter 13). Routledge.

Jarrett, K. & Wilson, E. with Siddall, A. (2020). Positive pedagogy in cricket coaching: a season of reflections. In R. Light & S. Harvey (Eds) Applied positive pedagogy in sport coaching: International cases. (Chapter 2, pp. 35-43). New York: Routledge.

Jarrett, K. & Light, R. (2019). The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games. European Physical Education Review. 25(2), 565-580.

Jarrett, K & Light, R. (2017). In-service teachers’ experiences of using game based approaches to teach games: implications for physical education teacher educators. International Journal of Physical Education, Sports & Health 4(2), 73-81.

Jarrett, K. & Harvey, S. (2016). Similar, but not the same: comparing the game based approaches of TGfU and Game Sense. eJournal de la Recherche sur l'Intervention en Education Physique et Sportive (eJRIEPS) 38(April), 92-113.

Jarrett, K. (2016). Re-presenting teachers’ experiences of game based approaches through poetic transcription. In J. Bruce & C. North (Ed) Proceedings from the 2015 Game Sense for Teaching and Coaching Conference, Christchurch, 17-18 November, 53-63.

Éloi, S., Langlois, V. & Jarrett, K. (2015). The role of the libero in volleyball as a paradoxical influence on the game: logical debate and the proposal for a rule change. The Sport Journal, 19, 1-21.

Jarrett, K. (2015). ‘What else can I do?’ Radical suggestions to help physical education teachers successfully implement a game based approach to teach games. ACHPER Active & Healthy Magazine 22(2), p27-30.

Jarrett, K., Mouchet, A., Harvey, S., Scott, C. & Light, R. (2014). Using elicitation interview within a phenomenographic framework: developing the breadth of research designs associated with game based approaches. Agora Para La Educacion Fisica y el Deporte, 16(3), 291-306.

Jarrett, K. Eloi, S. & Harvey, S. (2014). Teaching Games for Understanding (TGfU) as a positive and versatile approach to teaching adapted games. European Journal of Adapted Physical Activity 7(1), 6-20.

Harvey, S. & Jarrett, K. (2014). A review of game centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278-300. DOI:10.1080/17408989.2012. 754005

Jarrett, K. & Harvey, S. (2014). Recent trends in research literature on game based approaches to teaching and coaching games (pp. 87-102). In Light, R., Quay, J. Harvey, S. and Mooney, A. (Eds) Contemporary developments in games teaching, London; Routledge.

Jarrett, K. (2011). Undergraduate sports students’ perceptions of a change in learning pedagogy. Asian Journal of Exercise & Sports Science 8, 1-18.


  • BSocSc.
  • BEd.
  • MPHEd.
  • PhD.
  • PGCHE.