Timothy Lynch

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Dr Timothy Lynch is the Western Co-Head of Early Childhood Education (ECE) and Primary at Yew Chung International School of Chongqing (China) and Adjunct Professor at Yew Chung College of Early Childhood Education (YCCECE), Hong Kong. He is also an UNESCO Inclusive Policy Lab (IPL) expert for education, the International Alliance for Health, Physical Education, Dance and Sport (IAHPEDS) Governor of Oceania and senior fellow of the Higher Education Academy (UK Professional Standards Framework).

An active teacher, school leader and researcher, he has published widely in the field of education for Swinburne University of Technology, Universiti of Brunei Darussalam, University of Plymouth, Monash University, University of Canberra, Federation University and Australian Catholic University. Tim has 22 years’ teaching experience as a classroom teacher and school leader and eight years’ experience working full-time as a teacher/researcher in higher education. He has taught and researched in the Middle East, Africa, Asia, Europe and Australia.

Experience

  • 2026–present
    Adjunct professor, Yew Chung College of Early Childhood Education
  • 2024–present
    Researcher, Swinburne University of Technology (Australia)
  • 2024–present
    Western Co-Head of ECE and Primary, Yew Chung International School, Chongqing (China)
  • 2023–2024
    Deputy Principal, The Joseph Varga School, Sydney (Australia)
  • 2021–2023
    Deputy Head, British International School, Cairo (Egypt)
  • 2017–2021
    Assistant & Deputy Headteacher, Hornbill School, Brunei (Ministry of Defence, UK)
  • 2017–2021
    Adjunct professor, The Universiti of Brunei Darussalam (UBD) in the Sultan Hassanal Bolkiah Institute of Education (SHBIE) (Brunei Darussalam)
  • 2015–2017
    Senior Lecturer, University of Plymouth (UK)
  • 2011–2015
    Senior lecturer, Monash University (Australia)
  • 2010–2011
    Assistant Professor, University of Canberra (Australia)
  • 2003–2007
    Associate lecturer, ACU National (Australia)

Education

  • 2016 
    University of Plymouth, Senior Fellow of The Higher Education Academy (UK Professional Standards Framework)
  • 2014 
    Monash University, Graduate Certificate in Academic Practice, Higher Education
  • 2008 
    Notre Dame University, Master of Education
  • 2006 
    Australian Catholic University, Doctor of Education
  • 2000 
    Deakin University, Master of Education
  • 1998 
    Australian Catholic University, Bachelor of Education
  • 1994 
    Australian Catholic University, Bachelor of Teaching

Publications

  • 2024
    Advances in Mathematics and STEM Education, incorporating developments in neuroscience, brain science and neurodiversity., Goff, W., Lynch, T. & Dervish. (2024). An integrative review of cognitive science and neuroscience findings about mathematics learning 2021-2023- time-lag in the Australian context. In Advances in Mathematics and STEM Education, incorporating developments in neuroscience, brain science and neurodiversity.
  • 2024
    Handbook on Families and Education: Theory, Research, and Practice., Goff, W. & Lynch, T. (2024). The peripheral model of home-school associations. In Handbook on Families and Education: Theory, Research, and Practice.
  • 2024
    Ofsted: Moving towards research in education., Lynch, T. & Goff, W. (2024, June 18). Ofsted: Moving towards research in education. British Educational Research Association (BERA) blog post. Retrieved from https://www.bera.ac.uk/blog/ofsted-moving-towards-research-in-education
  • 2024
    Health & wellbeing in childhood (4th ed.), Lynch, T. (2024). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. & Pendergast, D. (Ed.), Health & wellbeing in childhood (4th ed.). (pp. 53 - 71). Melbourne, Australia: Cambridge.
  • 2024
    Physical education and wellbeing: global and holistic approaches to child health and academic learning (2nd edition), Lynch, T. (2024). Physical education and wellbeing: global and holistic approaches to child health and academic learning (2nd edition). In print.
  • 2023
    British international schools: are teachers and school leaders qualified?, Lynch, T. (2023, July 31). British international schools: are teachers and school leaders qualified? British Educational Research Association (BERA) blog post. Retrieved from British international schools: Are teachers and school leaders qualified? | BERA
  • 2023
    Data in schools: Why gathering reliable data is so important., Lynch, T. (2023, February 22). Data in schools: Why gathering reliable data is so important. British Educational Research Association (BERA) blog post. Retrieved from Data in schools: Why gathering reliable data is so important | BERA
  • 2022
    Leading school recovery from the impact of Covid-19: two birds, one stone, Lynch, T. (2022). Leading school recovery from the impact of Covid-19: two birds, one stone. Education 3-13 doi: 10.1080/03004279.2022.2068638
  • 2022
    Evidence based practice in schools: diving deeper. , Lynch, T. (2022, October 12). Evidence based practice in schools: diving deeper. British Educational Research Association (BERA) blog post. Retrieved from Evidence-based practice in schools: Diving deeper | BERA
  • 2020
    Physically educated: developing children’s health and well-being through learning in the physical dimension., Lynch, T. (2020). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. & Pendergast, D. (Ed.), Health & wellbeing in childhood (3rd ed.). (pp. 55-76). Melbourne, Australia: Cambridge.
  • 2020
    Health & wellbeing in childhood (3rd ed.), Lynch, T. (2020). Physically educated: developing children’s health and well-being through learning in the physical dimension. In Garvis, S. & Pendergast, D. (Ed.), Health & wellbeing in childhood (3rd ed.). (pp. 55-76). Melbourne, Australia: Cambridge.
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Spiritual dimension. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 143-151). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_11
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). The socio-cultural approach and implementation in schools. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 113-125). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_9
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). The meaning of "education" in "physical education". In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 59-68). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_5
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Contemporary problems: exploring the power of education approaches in health, wellbeing and physical education. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 97-111. Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_8
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). History of the physical dimension. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 87-96). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_7
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Introduction. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 1-14). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_1
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Physical dimension. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 167-181). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_13
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Approaches to health and wellbeing. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 35-42). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_3
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Methodology: research design and analysis of data. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 127-142). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_10
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Mental health: social and emotional dimensions. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 153-165). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_12
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Conclusion and recommendations: physical education and wellbeing. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 199-214). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_15
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Physically educated for student wellbeing. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 69-86). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_6
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Global policy: holistic health, wellbeing and physical education evolution. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 43-58). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_4
  • 2019
    Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Theories, models and approaches: physical education and wellbeing. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 15-34). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_2
  • 2019
    Physical Education and Wellbeing: Global and Holistic Approaches to Child Health, Lynch, T. (2019). Cognitive dimension. In Lynch, T. Physical Education and Wellbeing: Global and Holistic Approaches to Child Health (pp. 183-197). Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-22266-6_14
  • 2019
    Physical education and wellbeing: global and holistic approaches to child health., Lynch, T. (2019). Physical education and wellbeing: global and holistic approaches to child health. London, UK: Palgrave Macmillan. doi: 10.1007/978-3-030-22266-6
  • 2017
    Health & wellbeing in childhood (2nd ed.)., Lynch, T. (2017). Physically educated: developing children’s health and well-being through movement and motor skills . In Garvis, S. & Pendergast, D. (Ed.), Health & wellbeing in childhood (2nd ed.). (pp. 77-94). Melbourne, Australia: Cambridge.
  • 2017
    Defining physical education: Where physical activity, physical literacy and health and physical education fit into the definition of physical education., Soukup, G. J. & Lynch, T. (2017, March 14). Defining physical education: Where physical activity, physical literacy and health and physical education fit into the definition of physical education. Abstract proceedings of the International Council for Health, Physical Education, Recreation, Sport & Dance (ICHPER-SD) 2017 Forum. Boston, Massachusetts, USA: Society of Health and Physical Educators (SHAPE) America
  • 2017
    How does a physical education teacher become a health and physical education teacher?, Lynch, T. (2017). How does a physical education teacher become a health and physical education teacher? Sport Education and Society, 22 (3), 355-376. doi: 10.1080/13573322.2015.1030383
  • 2017
    Primary physical education in New South Wales Australia: What headteachers want for their schools, Lynch, T. & Soukup, G. J. (2017, March 14). Primary physical education in New South Wales Australia: What headteachers want for their schools. Abstract proceedings of the International Council for Health, Physical Education, Recreation, Sport & Dance (ICHPER-SD) 2017 Forum. Boston, Massachusetts, USA: Society of Health and Physical Educators (SHAPE) America.
  • 2017
    Primary physical education (PE): School leader perceptions about classroom teacher quality implementation, Lynch, T. & Soukup, G. J. (2017). Primary physical education (PE): School leader perceptions about classroom teacher quality implementation. Cogent Education, 1348925. doi: http://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1348925
  • 2017
    University wellness class impact on the cardiorespiratory fitness of overweight/obese students., Soukup, G. J. & Lynch, T. (2017, March 16). University wellness class impact on the cardiorespiratory fitness of overweight/obese students. Proceedings of the SHAPE America national convention and expo 2017. Boston, Massachusetts, USA: Society of Health and Physical Educators (SHAPE) America.
  • 2016
    United Nations Sustainable Development Goals: Promoting health and well-being through physical education partnerships., Lynch, T. (2016). United Nations Sustainable Development Goals: Promoting health and well-being through physical education partnerships. Cogent Education, doi: 10.1080/2331186X.2016.1188469.
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Global insights and support. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 87-98). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_6
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Context of partnerships. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 25-36). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_2
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Creating local pathways in university teacher education: planting the seed. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 37-51). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_3
  • 2016
    The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships., Lynch, T. (2016). Overcoming barriers and problem solving. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 135-148). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_10
  • 2016
    The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships., Lynch, T. (2016). Conclusion and recommendations. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 149-159). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_11
  • 2016
    Swimming skills literature review: A FINAL report for Royal National Lifeboat Institute (RNLI) (expert commentary)., Lynch, T. (2016, October). Swimming skills literature review: A FINAL report for Royal National Lifeboat Institute (RNLI) (expert commentary). Cloud Chamber Evaluation Services. England, United Kingdom.
  • 2016
    The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships., Lynch, T. (2016). The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships. London, UK: Palgrave Macmillan. doi: 10.1007/978-3-319-31667-3
  • 2016
    “Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion., Lynch, T. & Soukup, G. J. (2016). “Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Global nomenclature confusion. Cogent Education, 3(1), 1217820, doi: 10.1080/2331186X.2016.1217820.
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Introduction. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 1-24). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_1
  • 2016
    Utilising inclusion instructional methods to promote student motivation and success in in the movement environment: "the pool model", Carleton, W. L., Henrich, T. W., Soukup, G. J. & Lynch, T. J. (2016). Utilising inclusion instructional methods to promote student motivation and success in in the movement environment: "the pool model". Journal of Research and Contemporary Issues in Human Kinetics and Health Education, 3(1), 1-18
  • 2016
    Semantics: 'physical education' vs 'physical literacy, Lynch, T. (2016, October 11). Semantics: 'physical education' vs 'physical literacy', ACHPER Blog. Retrieved from http://www.achper.org.au/blog/blog-semantics-physical-education-vs-physical-literacy
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Developing local partnerships in HPE (win, win, win). In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 99-109). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_7
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Making sense of the big picture: what the literature says. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 53-66). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_4
  • 2016
    The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships., Lynch, T. (2016). Partnerships work: continuing the success in swimming and water safety. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 111-124). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_8
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016). Global community partnership research. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 67-86). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_5
  • 2016
    The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships., Lynch, T. (2016, June 23). The future of health, wellbeing and physical education: Optimising children's health and wellbeing through local and global sustainable partnerships. Abstract proceedings of the Sustainable Earth 2016: A global forum for connecting research with action (p. 10). Plymouth, UK: Plymouth University Sustainable Earth Institute.
  • 2016
    The future of health, wellbeing and physical education: optimising children’s health and wellbeing through local and global community partnerships., Lynch, T. (2016). Benefitting from national initiatives: tennis Australia 'hot shots'. In Lynch, T. The Future of Health, Wellbeing and Physical Education: Optimising Children's Health through local and Global partnerships (pp. 125-133). Switzerland: Springer International Publishing. http://link.springer.com/chapter/10.1007%2F978-3-319-31667-3_9
  • 2016
    Advances in Australian Football: a sociological and applied science exploration of the game, Lynch, T. (2016). Australian football: leading children's fundamental movement and sporting skill development. In M. Drummund & S. Pill (Eds.), Advances in Australian Football: a sociological and applied science exploration of the game (pp. 110-119). Hindmarsh, South Australia: Australian Council for Health, Physical Education and Recreation (ACHPER). ISBN: 9780992341558
  • 2015
    Investigating children's spiritual experiences through the health and physical education learning area in Australian schools., Lynch, T. (2015). Investigating children's spiritual experiences through the health and physical education learning area in Australian schools. Journal of Religion and Health, 54(1), doi:10.1007/s10943-013-9802-2.
  • 2015
    'Raya open house speaks volumes of HM as leader', Lynch, T. (2015, July 21). 'Raya open house speaks volumes of HM as leader' (expert commentary), The Brunei Times. 1 Syawal 1436, Brunei Darussalam.
  • 2015
    Health and Physical Education (HPE): Local and Global Communities of Practice., Lynch, T. (2015, July 1-5). Health and Physical Education (HPE): Local and Global Communities of Practice. Paper presented at The Third European Conference on Education - organised by the International Academic Forum (iafor) in affiliation with the global university partners, Brighton, United Kingdom.
  • 2015
    Teacher education physical education: in search of a hybrid space., Lynch, T. (2015). Teacher education physical education: in search of a hybrid space. Cogent Education, 2(1), 1027085 doi: 10.1080/2331186X.2015.1027085
  • 2015
    Health and physical education (HPE): Implementation in primary schools., Lynch, T. (2015). Health and physical education (HPE): Implementation in primary schools. International Journal of Educational Research, 70 (c), 88-100. doi: 10.1016/j.ijer.2015.02.003
  • 2015
    Australian aquatic curriculum reform: treading water carefully?, Lynch, T. (2015). Australian aquatic curriculum reform: treading water carefully? International Journal of Aquatic Research and Education, 9(2), 201-213. http://scholarworks.bgsu.edu/ijare/vol9/iss2/10/
  • 2015
    International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD): partnering ACHPER., Lynch, T. (2015, April 13-15). International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD): partnering ACHPER. Paper presented at the 29th Australian Council for Health, Physical Education and Recreation (ACHPER) International Conference, Adelaide (Australia).
  • 2015
    Swimming through winter necessary for children's health and development (expert commentary)., Lynch, T. (2015, May). Swimming through winter necessary for children's health and development (expert commentary). Professional Public Relations Media Release - Peninsula Aquatic Recreation Centre, Melbourne, Australia. doi: 10.13140/RG.2.1.2003.2163
  • 2014
    A resource package training framework for producing quality graduates to work in rural, regional and remote Australia: a global perspective., Lynch, T. (2014). A resource package training framework for producing quality graduates to work in rural, regional and remote Australia: a global perspective. Australian and International Journal of Rural Education, 24(2), 1-14. doi: 10.13140/2.1.2518.7842
  • 2014
    Is 'health' a club?, Lynch, T. (2014). Is 'health' a club? Monash University. Retrieved from http://monash.edu/news/show/is-health-a-club doi:10.13140/2.1.5150.6569
  • 2014
    Swimming education in Australian society., Lynch, T. (2014). Swimming education in Australian society. The International Journal of Sport and Society, 3(4), 197-207. Retrieved from http://ijr.cgpublisher.com/product/pub.191/prod.184 doi:10.13140/2.1.2365.3765
  • 2014
    On the front foot: an Australian Health and Physical Education (HPE) perspective, Lynch, T. (2014, December 18-20). On the front foot: an Australian Health and Physical Education (HPE) perspective. Paper presented at the 56th International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD) Anniversary World Congress & Exposition, Manama (Bahrain). doi:10.13140/2.1.1437.8563
  • 2014
    Health shouldn't be an exclusive club., Lynch, T. (2014). Health shouldn't be an exclusive club. Education Review. Retrieved from http://www.educationreview.com.au/2014/04/health- shouldnt-be-an-exclusive-club/10.13140/2.1.3151.8081
  • 2014
    Australian curriculum reform II: Health and Physical Education (HPE)., Lynch, T. (2014). Australian curriculum reform II: Health and Physical Education (HPE). European Physical Education Review, 20(4), 508-524. doi: 10.1177/1356336X14535166
  • 2014
    Developing sustainable education in regional Australia, Lynch, T. (2014). Investigating a win, win situation: delivering quality swimming experiences for children in local primary schools within the Gippsland region, via teacher education. In A. Gunstone (Ed.), Developing sustainable education in regional Australia (pp. 117-132). Melbourne, Australia: Monash University Publishing. http://publishing.monash.edu.au/books/dsera-9781922235244.html doi:10.13140/2.1.4462.5286
  • 2013
    Karate kids: should we be worried about martial arts in pre-schools?, Lynch, T. (2013, February 21). Karate kids: should we be worried about martial arts in pre-schools? The Conversation. Retrieved from http://theconversation.edu.au/karate-kids-should-we-be-worried-about-martial-arts-in-pre-schools-12299 doi:10.13140/2.1.2848.7044
  • 2013
    Swimming and water safety education: continuing the journey of belief., Lynch, T. (2013, November 27-29). Swimming and water safety education: continuing the journey of belief. Paper presented at the 28th Australian Council for Health, Physical Education and Recreation (ACHPER) International Conference, Melbourne (Australia). http://www.achper.org.au/documents/item/266 doi:10.13140/2.1.1841.0887
  • 2013
    . 'Poison ball' or a magic potion? Secrets within an infamous game., Lynch, T. (2013). 'Poison ball' or a magic potion? Secrets within an infamous game. Australian Council for Health, Physical Education and Recreation (ACHPER) Active and Healthy Magazine, 20(2), 19-21 doi:10.13140/2.1.3282.8806
  • 2013
    Listening to primary schools: Australian Health and Physical Education (HPE)., Lynch, T. (2013, December 19-21). Listening to primary schools: Australian Health and Physical Education (HPE). Paper presented at the 55th International Council for Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD) Anniversary World Congress & Exposition, Istanbul (Turkey). http://ichpersd.org/i/publications/Proceedings-Turkey.pdf doi:10.13140/2.1.4899.7767
  • 2013
    A resource package Framework for producing quality graduates to work in rural, regional and remote Australia: a global perspective., Lynch, T. (2013, February13-15). A resource package Framework for producing quality graduates to work in rural, regional and remote Australia: a global perspective. Paper presented at the 3rd International Symposium for Innovation in Rural Education (ISFIRE) / 29th Society for the Provision of Education fo Rural Australia (SPERA) National Conference, University of Western Australia, Perth. http://www.spera.asn.au/userfiles/files/ISFIRE%202013/SPERA1987%20Summit%20Program%202013_v2.pdf
  • 2013
    Partnering up in the pool, Lynch, T. (2013). Partnering up in the pool, Latrobe Valley Express, 21 George Street, Morwell, Australia doi:10.13140/2.1.4855.7440
  • 2013
    School centres for teaching excellence (SCTE): understanding new directions for schools and universities in health and physical education, Lynch, T. (2013). School centres for teaching excellence (SCTE): understanding new directions for schools and universities in health and physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 4(3), 249-266. http://www.tandfonline.com/doi/full/10.1080/18377122.2013.836770#.U3kgMaSKBok
  • 2013
    Quality invasion games: red rover or British bulldog? , Lynch, T. (2013). Quality invasion games: red rover or British bulldog? Australian Council for Health, Physical Education and Recreation (ACHPER) Active and Healthy Magazine, 20(3/4), 27-29 doi:10.13140/2.1.4986.8165
  • 2013
    Exploring religious education and health and physical education key learning area connections in primary schools., Lynch, T. (2013). Exploring religious education and health and physical education key learning area connections in primary schools. The International Journal of Humanities Education, 10(2), 11-23. http://ijh.cgpublisher.com/product/pub.245/prod.11 doi:10.13140/2.1.1800.1287
  • 2013
    Health and physical education (HPE) teachers in primary schools: supplementing the debate, Lynch, T. (2013). Health and physical education (HPE) teachers in primary schools: supplementing the debate. Australian Council for Health, Physical Education and Recreation (ACHPER) Active and Healthy Magazine, 20(3/4), 10-12. http://www.achper.org.au/blog/blog-hpe-teachers-in- primary-schools-supplementing-the-debate doi:10.13140/2.1.2889.6644
  • 2013
    Zig zag tee ball: a quality game., Lynch, T. (2013). Zig zag tee ball: a quality game. Australian Council for Health, Physical Education and Recreation (ACHPER) Active and Healthy Magazine, 20(1) 18-21 doi:10.13140/2.1.2324.4165
  • 2013
    Teacher training should give students a healthy chance., Lynch, T. (2013). Teacher training should give students a healthy chance. Monash University. Retrieved from http://monash.edu/news/show/teacher-training-should-give-students-a-healthy-chance doi:10.13140/2.1.4728.7685
  • 2013
    Community collaboration through sport: bringing schools together., Lynch, T. (2013). Community collaboration through sport: bringing schools together. Australian and International Journal of Rural Education, 23(1), 9-22. http://search.informit.com.au/browsePublication;py=2013;vol=23;res=IELHSS;issn=1839-7387;iss=1 doi:10.13140/2.1.1120.1921
  • 2012
    Swimming and water safety: a school teacher's perspective., Lynch, T. (2012). Swimming and water safety: a school teacher's perspective. Swimming in Australia: Journal of the Australian Swimming Coaches and Teachers Association, 28(3), 42-45. http://catalogue.nla.gov.au/Record/178405 doi:10.13140/2.1.1406.9124
  • 2012
    Creating pathways for swimming and water safety within Teacher education: a university perspective., Lynch, T. (2012). Creating pathways for swimming and water safety within Teacher education: a university perspective. Swimming in Australia: Journal of the Australian Swimming Coaches and Teachers Association, 28(3), 34-36. http://catalogue.nla.gov.au/Record/178405 doi:10.13140/2.1.4552.6401
  • 2012
    Rips, currents and snags: Investigating the complexities of teaching swimming and water safety within primary schools., Lynch, T. (2012). Rips, currents and snags: Investigating the complexities of teaching swimming and water safety within primary schools. Swimming in Australia: Journal of the Australian Swimming Coaches and Teachers Association, 28(3), 48-52. http://catalogue.nla.gov.au/Record/178405 doi:10.13140/2.1.2455.488
  • 2012
    Swimming and water safety: reaching all children in Australian primary schools., Lynch, T. (2012). Swimming and water safety: reaching all children in Australian primary schools. International Journal of Aquatic Research and Education, 6(3), 267-278. http://scholarworks.bgsu.edu/ijare/vol6/iss3/10/ doi:10.13140/2.1.3241.9206
  • 2012
    Rips, currents and snags: Investigating the delivery of educational goals for young Australians in the region of Gippsland, Victoria., Lynch, T. (2012). Rips, currents and snags: Investigating the delivery of educational goals for young Australians in the region of Gippsland, Victoria. Australian and International Journal of Rural Educaton, 22(3), 1-18. http://search.informit.com.au/browsePublication;py=2012;vol=22;res=IELHSS;issn=1839-7387;iss=3 doi:10.13140/2.1.1669.0564
  • 2011
    What does a role model Australian primary school Health and Physical Education (HPE) programme look like?, Lynch, T. (2011, December 17-23). What does a role model Australian primary school Health and Physical Education (HPE) programme look like? Paper presented at the 53rd International Council Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD) Anniversary World Congress & Exposition, Cairo (Egypt). http://www.ichpersd.org/i/publications/Proceedings_for_Cairo.pdf doi:10.13140/2.1.2783.1682
  • 2008
    Comparison of health and physical education policies with practices: An evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools (2005), Lynch, T. (2008). Comparison of health and physical education policies with practices: An evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools (2005). The International Council (ICHPER-SD) Journal of Research in Health, Physical Education, Recreation, Sport & Dance, 3(2), 8-18. http://www.ichpersd.org/i/publications/vol3_2.pdf doi:10.13140/2.1.1079.2323
  • 2007
    What has changed since the 1992 Senate Inquiry into Physical and Sport Education? An Evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools., Lynch, T. (2007). What has changed since the 1992 Senate Inquiry into Physical and Sport Education? An Evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools. Australian Council for Health and Physical Education and Recreation (ACHPER) Healthy Lifestyles Journal, 54(1), 16-23. http://search.informit.com.au/documentSummary;dn=200705368;res=IELAPA doi:10.13140/2.1.2127.8089
  • 2007
    Health & Physical Education Specialist Teachers: What should Brisbane Catholic Education (BCE) Primary Principals look for?, Lynch, T. (2007). Health & Physical Education Specialist Teachers: What should Brisbane Catholic Education (BCE) Primary Principals look for? Journal ofCatholic School Studies, 79(1), 3-10. http://search.informit.com.au.ezproxy.lib.monash.edu.au/browseJournalTitle;issn=0818-5827;res=AEIPT doi:10.13140/2.1.2652.0967
  • 2006
    Cultural lessons., Lynch, T. (2006). Cultural lessons. The Catholic Leader, The Corporation of the Trustees, Roman Catholic Archdiocese of Brisbane, Queensland, Australia. http://catholicleader.com.au/ doi:10.13140/2.1.3438.5284
  • 2006
    The heart of Australia., Lynch, T. (2006). The heart of Australia. Education Alive, Brisbane Catholic Education, Australia. http://catalogue.nla.gov.au/Record/1636832?lookfor=isn:1443-9751&offset=1&max=1 doi:10.13140/2.1.4487.1049
  • 2006
    Inclusion and equity in HPE policy and practice: An evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools., Lynch, T. (2006, October 1-4). Inclusion and equity in HPE policy and practice: An evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools. Paper presented at the 1st International Council Health, Physical Education, Recreation, Sport and Dance (ICHPER-SD) Oceania Congress, Wellington (NZ). doi:10.13140/2.1.2521.0241
  • 2005
    Jesus was a good sport, Lynch, T. (2005). Jesus was a good sport, Australian Catholics, Australian Catholics Magazines Pty Ltd, Melbourne Victoria. doi:10.13140/2.1.2914.2405
  • 2005
    An evaluation of school responses to the introduction of the Queensland 1999 health and physical education (HPE) syllabus and policy documents in three Brisbane Catholic primary schools., Lynch, T. (2005). An evaluation of school responses to the introduction of the Queensland 1999 health and physical education (HPE) syllabus and policy documents in three Brisbane Catholic primary schools. http://researchbank.acu.edu.au/theses/128/ doi:10.13140/2.1.1865.6641
  • 2004
    The importance of HPE in Catholic schools. , Lynch, T. (2004). The importance of HPE in Catholic schools. Education Alive, Brisbane Catholic Education 11(2) July, 6-7. http://catalogue.nla.gov.au/Record/1636832?lookfor=isn:1443-9751&offset=1&max=1 doi:10.13140/2.1.4356.0324
  • 2004
    Teaching Catholicism, as easy as play., Lynch, T. (2004). Teaching Catholicism, as easy as play. Catholic School Studies Journal, 77(2) October, 2-4. http://search.informit.com.au.ezproxy.lib.monash.edu.au/documentSummary;dn=141735;res=AEIPT doi:10.13140/2.1.2258.8804
  • 2004
    A Catholic Education perspective on the importance of the HPE curriculum in schools., Lynch, T. (2004). A Catholic Education perspective on the importance of the HPE curriculum in schools. ACHPER Healthy Lifestyles Journal, 51(2-3), 7-11. doi:10.13140/2.1.3307.4569
  • 2003
    Evaluating the implementation of the new Queensland health and physical education documents (1999) in Brisbane Catholic Education primary schools., Lynch, T. (2003, November 3). Evaluating the implementation of the new Queensland health and physical education documents (1999) in Brisbane Catholic Education primary schools. Doctoral Thesis Proposal Defence Seminar, Faculty of Education, Australian Catholic University (Qld).

Grants and Contracts

  • 2015
    Google Ad-Grants for non-profit [US 501(c)(3) status], charitable & educational organization
    Role:
    ICHPER-SD President (Oceania)
    Funding Source:
    Google
  • 2013
    Dean's Award - Monash University, Faculty of Education
    Role:
    Senior Lecturer researching curriculum implementation
    Funding Source:
    Monash University

Professional Memberships

  • International Alliance of Health, Physical Education, Dance & Sport (IAHPEDS) - Governor for Oceania 2023-2024
  • Australian Education Research Association
  • UNESCO Inclusive Policy Lab
  • International Council for Health, Physical Education and Recreation - Sport and Dance, Vice President (2013-2018)

Research Areas

  • Education (13)
  • Early Childhood Education (Excl. Maori) (130102)
  • Continuing And Community Education (130101)
  • Curriculum And Pedagogy (1302)
  • Physical Education And Development Curriculum And Pedagogy (130210)
  • Health And Community Services (111708)
  • Special Education And Disability (130312)

Honours

Google Scholar 1000 citations; Research Leadership Award Plymouth University; Outstanding Teaching Award Monash University (4 times); Routledge most read article; Senior Fellow Higher Education Academy (UK); UNESCO IPL Education expert; British Forces Brunei Commanding Officer Award for Excellence and Professionalism; Excellent Leadership Award UK Directorate for Children and Young People (DCYP); Teresa Carlson Award ACHPER

Contact Timothy for

  • General
  • Media request
  • Speaking request
  • Consulting / Advising
  • Research collaboration
  • Research supervision