Kumar Jayantilal

I teach on a number of HE courses, including Primary Education Studies, Childhood Education Studies (online), Early Childhood Studies, Masters in Education, and Sports Coaching and Education. Within my teaching, I am particularly interested in primary education, physical education, neoliberal performativity, working within contemporary school cultures, and the socialisation of teachers.

Alongside my teaching, I am currently completing a professional doctorate in education (EdD), exploring the influence of neoliberal performativity on primary teachers’ pedagogical practices in PE, and writing a book chapter to be published in an edited edition, ‘Socialisation Research in Physical Education: A Systems Approach.’

I have nearly a decade of professional experience as a qualified primary school teacher, working across a range of educational contexts both in the UK and internationally. During this time, I taught across multiple year groups and developed particular expertise in PE, where I also held responsibility for coordinating provision within schools. My practice has been shaped by a strong focus on behaviour management, coaching and mentoring, and designing inclusive, engaging curricula that support pupils of all abilities.

Alongside my classroom experience, I have worked in higher education as a Visiting Lecturer and contributed to academic research, with publications in peer-reviewed journals such as Education 3–13 and the European Physical Education Review. I am currently undertaking a Professional Doctorate in Education (EdD), where my research explores the impact of neoliberal performativity on primary teachers’ work, particularly within PE. This combination of school-based practice and ongoing research continues to inform my teaching and academic perspective.

This experience enables me to bridge theory and practice in a meaningful and relevant way for students. Having spent significant time in primary school settings, I bring current, real-world insights into classroom dynamics, behaviour management, curriculum design, and the practical challenges teachers face. This allows me to ground academic concepts in authentic examples, helping students better understand how theory translates into effective teaching practice.

My background in coaching and mentoring also informs my approach to supporting students’ development, encouraging reflective practice and professional growth. In addition, my ongoing doctoral research and publication experience mean that students benefit from exposure to contemporary educational debates and research-informed teaching. I aim to equip students not only with the skills to succeed in the classroom, but also with the critical awareness needed to navigate and contribute to the evolving educational landscape.

I am inspired by the potential of primary PE to positively shape pupils’ experiences of education at an early stage. When taught well, it can build confidence, inclusion, and lifelong engagement with physical activity. Understanding how teachers navigate this within increasingly performative school environments continues to drive my research and teaching.

A common misconception is that primary PE is simply about keeping pupils active or teaching sport. In reality, it is deeply shaped by broader educational priorities, including accountability and performance measures. Recognising how neoliberal performativity influences what is taught and how it is delivered is key to becoming a reflective and effective practitioner.

To date, I am most proud of developing from a primary school teacher into a lecturer and doctoral researcher, while maintaining a strong connection to practice. My work on primary PE and neoliberal performativity allows me to bring both real-world experience and critical insight into my teaching, helping students better understand the complexities of the profession they are entering.