phd coaching uk

Doctor of Coaching and Mentoring

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Start dates: September 2024 / September 2025

Part time: 3 to 5 years

Location: Distance learning

Department(s): Oxford Brookes Business School

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We designed this course for experienced coaches/mentors looking to deepen their knowledge, show commitment and contribute to the evidence base of the field.

The Doctor of Coaching and Mentoring programme develops the capabilities needed to become a researcher and leader in the field and foster excellence in your practice. We will challenge you to build on your existing expertise and push the boundaries of your knowledge so you can:

• operate at the highest level in coaching, mentoring and personal development
• develop confidence in providing facilitation and consultancy
• be competent in researching the field.
• Our teaching staff have specific research interests in coaching and mentoring or related fields. We also invite specialists to provide further expert input.

To complete your doctoral thesis, the course includes:

• doctoral thesis training (taught modules and workshops)
• design of original empirical research
• professional expertise and scholarly inquiry

This is a part-time, distance learning course, delivered by the International Centre for Coaching and Mentoring Studies.

Attend an open day or webinar Ask a question Order a prospectus

Why Oxford Brookes University?

Benefit from a supervisory team of experts to support your work

You will also be joining a centre with an international team, who are experienced and research active

Network and discuss your work with staff, alumni and students within ICCaMS and beyond

Engage with the Coaching and Mentoring community, including professional bodies

Flexible distance learning through online delivery with regular intensive blocks of study available via on-campus or synchronous virtual attendance

Range of coaching and mentoring, and related topics supported

Regular milestones to support progression and timely completion of doctoral award

Opportunities to present work in progress and gain feedback from the OBBS research community

Staged development of research knowledge and skills through modules/workshops

The Coaching and Mentoring Programme is accredited with the European Mentoring and Coaching Council (EMCC). Upon completion of the Certificate Stage of the Programme, students typically obtain accreditation as Senior Practitioners with EMCC. Students need to be members of the EMCC and pay their own accreditation costs although these fees are at a much discounted rate.

Course details

Course structure, learning and teaching.

The course is designed as a three or five-year, part-time programme.

During the first two stages of the course you will focus on the taught level seven and eight components of the curriculum. This normally takes three years to complete. You will then move on to the third stage, the thesis, which usually takes a further two years to complete.

Stage One (Graduate entry stage) - six level 7 modules (20 credits each) plus a 60 credit Research project module (same as MA Coaching and Mentoring)

Stage Two - three level 8 modules (20 credits each) plus one non-credit bearing level 8 modules which must be passed

Stage Three (Direct entry) - research project registration and ethical approval with structured thesis workshops guiding students towards completion. At the draft submission stage students will have the opportunity to engage in a mock viva.

The direct entry version of the course can be completed in three years, with level seven exemptions, for existing masters qualifications. At this entry point you complete the level eight taught modules before moving onto the thesis research stage.

If you chose the on-campus mode of study for the MA stage (Graduate entry), you’ll learn at the Headington campus. Your learning will combine whole-day intensive sessions, and online and independent learning. On-campus sessions are on intermittent Saturdays, supported by regular online seminars. 

If you choose to do the course via distance learning, you’ll learn via interactive and high-quality online resources. At the MA stage (Graduate entry) the distance learning mode of study includes live online seminars on Fridays. At the DCM stage (Admission with credit) you’ll participate in live online seminars on Fridays and each semester there will be a block of sessions that you can join synchronously. 

Your learning will be visual, written and verbal - with equal emphasis on written and visual work. Each module builds upon the last, helping you meaningfully deepen your practice. You’ll be closely supported by your tutors as you build your research skills and deepen your academic abilities.

You will be assessed on a variety of coursework assignments and a thesis at both Stage 1 and stage 3. Progress to stage 2 depends upon a satisfactory merit profile and merit thesis at level 7.

To progress to the third stage of the course, you must successfully complete assignments based on methodological taught modules at level 8. The final doctoral thesis (60,000 words) is examined by traditional viva voce (oral examination) by an internal, and at least one, external examiner.

The International Centre for Coaching and Mentoring Studies is at the forefront of coaching and mentoring research. The Doctor of Coaching and Mentoring has operated since 2006.

Our journal (International Journal of Evidence Based Coaching & Mentoring), annual Research and Coaching supervision conferences, and professional network OBCAMS (the Oxford Brookes Coaching and Mentoring Society) offer excellent opportunities for the dissemination and sharing of research and ideas.

Research areas include: philosophical underpinnings of coaching; developmental, leadership and team coaching; resilience; embodiment; transfer of learning; coaching and mentoring and social change; ethics and coaching and the coaching relationship.

Students graduating from the Doctor of Coaching and Mentoring programme can expect to be recognised as experts in their field. This will enhance existing organisational and freelance careers and create employment opportunities or promotions.

Students are encouraged to publish while on the course and after completion of the thesis.  It is likely that you will continue to write for both the popular practitioner and academic press following your doctoral award. Several DCM alumni have published book chapters and books on their doctoral studies.

There may be further career opportunities in academia and industry where the highest level of achievement is recognised and rewarded.

Student profiles

Larissa Thurlow

"Thesis title: Supervision for team coaches: The issues, challenges and experiences and what those may indicate about the capabilities needed for supervisors to be fit for this role"

Benita Mayhead

"Thesis title: Duty of care of the executive coach"

Mike Sailsman

"Thesis title: Exploring the usefulness of incorporating neurofeedback training and mobile EEG technology into the coaching process"

Christine Vitzthum

"Thesis title: How do coaches and organisational stakeholders approach coaching to support gender diversity?"

Mitaali Katoch

"Thesis title: Survival learnings of family-run fashion firms: Expanding the significance of organisational adaptation and environmental selection in organisation studies"

Bozkurt Cendey

"Thesis title: Phenomenological research on user experiences of AI coaching"

Janine Roberts

"Thesis title: Working with emotions in leadership coaching"

Mike Livingstone

"Thesis title: How meaningful and useful is the concept of the Life Space in Executive Coaching"

Sebastian Fox

"Thesis title: Team members' and team coaches' perceptions of the most productive parts of their sessions"

Thesis title: Supervision for team coaches: The issues, challenges and experiences and what those may indicate about the capabilities needed for supervisors to be fit for this role

Dr Benita Mayhead

Thesis title: Duty of care of the executive coach

Thesis title: Exploring the usefulness of incorporating neurofeedback training and mobile EEG technology into the coaching process

Thesis title: How do coaches and organisational stakeholders approach coaching to support gender diversity?

Thesis title: Survival learnings of family-run fashion firms: Expanding the significance of organisational adaptation and environmental selection in organisation studies

Thesis title: Phenomenological research on user experiences of AI coaching

Thesis title: Working with emotions in leadership coaching

Thesis title: How meaningful and useful is the concept of the Life Space in Executive Coaching

Thesis title: Team members' and team coaches' perceptions of the most productive parts of their sessions

Dr Judie Gannon

Judie is a senior lecturer and programme coordinator for Doctor of Coaching and Mentoring. She is also Deputy Head of Doctoral Programmes for the Oxford Brookes Business School. Her research interests include coaching and mentoring as forms of social change, the coaching and mentoring relationship, managing coaching and mentoring interventions and activism and social movements in coaching and mentoring, as well as undertaking doctoral studies.

Professor Tatiana Bachkirova

Tatiana is Professor of Coaching Psychology my responsibilities include teaching on the MA and Doctorate in Coaching and Mentoring Practice; research and academic supervision of MA and doctoral students; supervision of the coaches for Oxford Brookes programmes.

Related courses

Entry requirements, specific entry requirements.

There are two entry points for the Doctor of Coaching and Mentoring (

Graduate entry

For graduate entry into the five-year DCM programme you should normally have a good honours degree, plus three years' minimum experience in coaching/mentoring.

Direct entry

For direct entry into the later stage of the DCM programme you should have an appropriate master’s level qualification, with a merit profile and a minimum of five years’ experience of coaching/mentoring.

Depending on entry stage you may be eligible for exemptions from certain elements of the programme.

Please also see the University's general entry requirements .

Selection process

We are now accepting applications for September 2024 entry. This programme has a limited number of places so early applications are advisable. Applications received by mid June 2024 will be considered for September 2024 entry with late June/July 2024 interviews scheduled. For further details on the DCM programme, including our information pack, module descriptions, funding information, FAQs, guidance on completing a research proposal, reference forms and staff profiles please email Dr Omar Abou Hamdan  [email protected]  or  [email protected]

English language requirements

IELTS minimum level 7.0 overall with at least 6.5 in the reading and writing components.

Please also see the University's  standard English language requirements .

Pathways courses for international and EU students

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer  pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the University's requirements.  Find out more about English language requirements .

Credit transfer

Terms and conditions of enrolment.

When you accept our offer, you agree to the  Terms and Conditions of Enrolment . You should therefore read those conditions before accepting the offer.

How to apply

Application process.

• Complete your research proposal
• Compile a personal/motivation statement and identify relevant members of the ICCAMs team who may be interested in your proposal
• Gather your supporting documents (listed below)
• Make a direct application .

If you have any difficulty completing your application, please visit our  Frequently Asked Questions page .

Supporting Documents

When applying for this programme of study please upload all of the required supporting documents listed below to the  online application portal .

We suggest merging your supporting documents into a single PDF file. Please note there are two specifically designated options for you to upload your two references to.

• copies of your previous degree transcripts and certificates (both undergraduate and postgraduate)
• a scan of your passport
• two academic references
• a 2,000-word Research Topic Proposal (Direct entry) or a 1,000-word Research Topic Proposal (Graduate entry)
• evidence of funding (we require evidence of personal funds or letter from funder if being sponsored)
• international students must also provide an English Language Certificate with an IELTS score of at least 7.0.
• *Please comment in your motivation statement and research proposal upon your ability to access resources (IT, library) which will ensure you can attend relevant online and intensive sessions, and how you intend to manage your time commitment to doctoral studies. 

Applications deadline is Monday 10 June 2024 for September/October 2024 entry. We cannot guarantee that applications submitted after this date can be considered for Autumn 2024 entry.

Tuition fees

The following factors will be taken into account by the University when it is setting the annual fees: inflationary measures such as the retail price indices, projected increases in University costs, changes in the level of funding received from Government sources, admissions statistics and access considerations including the availability of student support. 

How and when to pay

Tuition fee instalments for the semester are due by the Monday of week 1 of each semester. Students are not liable for full fees for that semester if they leave before week 4. If the leaving date is after week 4, full fees for the semester are payable.

• For information on payment methods please see our Make a Payment page.
• For information about refunds please visit our Refund policy  page

Additional costs

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course are detailed below.

Compulsory costs

Optional costs

Funding your studies

Financial support and scholarships.

Featured funding opportunities available for this course.

All financial support and scholarships

View all funding opportunities for this course

Programme changes : On rare occasions we may need to make changes to our course programmes after they have been published on the website. For more information, please visit our changes to programmes page.

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Coaching & Development for Academics & Researchers

Research Coach provides specialist coaching and training for researchers and academics (PhD to Professor) and consultancy services for universities and research organisations. Our purpose is to support researchers to thrive. We do this by:

• Supporting individual researchers and academics, via one-to-one coaching , to identify and achieve their goals, find solutions to challenges and grow in their professional and personal lives
• Building supportive groups and communities of academic researchers that share ideas and learn from each other via our workshops
• Developing resources , information and guidance to help academic researchers navigate their careers
• Working in partnership with research organisations on projects to develop research cultures and environments in which researchers can thrive

With backgrounds in research, funding, researcher development and Higher Education consultancy, our team has extensive experience working with academic researchers and research organisations. We have a deep knowledge of the academic research environment and bring our understanding and perspectives of the academic world to every aspect of our work.

Find solutions to professional challenges

Identify and achieve meaningful development goals

Explore new ideas and perspectives

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For individuals.

Workshop topics include: Coaching and mentoring skills, research strategy, professional effectiveness, career management, embracing change and uncertainty,  personal resilience and finding balance

For organisations

Dr natalie james, research coach director, coach and consultant.

Dr Jo Collins

Coaching programmes lead and consultant researcher.

Dr Catherine Pope

Training lead and coach.

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Doctor of Coaching and Mentoring

Entry requirements.

There are two entry points for the Doctor of Coaching and Mentoring (DCM) programme. Please also see the University's general entry requirements .

Graduate entry

For graduate entry into the five-year DCM programme you should normally have a good honours degree, plus three years' minimum experience in coaching/mentoring.

Direct entry

For direct entry into the later stage of the DCM programme you should have an appropriate master’s level qualification, with a merit profile and a minimum of five years’ experience of coaching/mentoring.

Depending on entry stage you may be eligible for exemptions from certain elements of the programme.

Please also see the University's general entry requirements .

Months of entry

Course content.

The Doctor of Coaching and Mentoring programme develops the capabilities needed to become a researcher and leader in the field and foster excellence in your practice. We will challenge you to build on your existing expertise and push the boundaries of your knowledge so you can:

• operate at the highest level in coaching, mentoring and personal development
• develop confidence in providing facilitation and consultancy
• be competent in researching the field.
• Our teaching staff have specific research interests in coaching and mentoring or related fields. We also invite specialists to provide further expert input.

To complete your doctoral thesis, the course includes:

• doctoral thesis training (taught modules and workshops)
• design of original empirical research
• professional expertise and scholarly inquiry

This is a part-time, distance learning course, delivered by the International Centre for Coaching and Mentoring Studies.

Department specialisms

Accounting, Governance and Information Management Coaching and Mentoring Economics and International Business Hospitality, Leisure and Tourism Management Management and Organisational Studies Marketing and Operations Management Pedagogy

Information for international students

Pathways courses for international and eu students.

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

Fees and funding

Financial support and scholarships, qualification, course duration and attendance options.

• Distance learning is available for this qualification

Course contact details

• Coaching for researchers and academics
• What is the difference between coaching, mentoring and counselling?
• Our training

Productivity in Focus

• What is researcher coaching? Our coaching ethos

Enhancing Research Culture

• Supporting Parents
• Expanding the Impact of Research
• Katy’s Cartoons

Researcher Coaching 

Specialist professional development and coaching for researchers and academics.  Our programmes leave you feeling more positive about the direction of your work and more confident that you can achieve success. The researchers we work with have integrity, a desire to make a change and a drive to achieve. 

TRAINING & FACILITATION

We offer bespoke face to face and online group training workshops for PhD students,  early career researchers and professional academics throughout the UK and internationally. We also provide awayday facilitation and teambuilding, group problem solving and project coaching to universities, businesses and charities more widely.

SPECIALIST COACHING

We coach researchers and professional academics using the online platform Zoom. Our online coaching is CPD Standards Office accredited and can be fitted around busy schdules for maximum impact.

WELLBEING & PRODUCTIVITY SUPPORT

Our wellbeing and productivity support includes a full day group coaching retreat focusing exclusively on productivity, short resilience for researchers group seminars and impostor syndrome busters webinars for researchers and returning to work parents.  Our wellbeing and productivity support programme can be run online or in person depending on your participant requirements. 

Supporting institutions enhance their research culture

Research England continues to financially support higher education providers (HEPs) to enhance their research culture. Working with universities we support you to ensure your insitution is driven by “talented and diverse people with the right skills, working in an environment that nurtures and gets the best out of everyone” (UKRI 2023) Researcher Coaching can support universities to invest in these UKRI recommended areas:  • Improving access to and participation in research, including postgraduate research study, for people from currently underrepresented groups; • Furthering open research practices; • Improving research conduct and reproducibility; • Improving research leadership skills across all career stages; • Creating routes for collaboration and exchange with businesses, third sector organisations and government; • Securing and supporting the careers of researchers and associated professions; • Delivering new approaches to public dialogue and community-led research.

Below are a few examples of research culture projects we have worked on.

Coaching for mid-career academics.

A comprehensive programme of professional coaching for academics supporting career development, professorial promotion, research ethics and integrity, and publishing goals. 

PART-TIME RESEARCHER COACHING 

Individual personal coaching for postgraduate students offering enhanced support to remain on track and feel part of an academic community. Coaching offered alongside regular academic supervision and access to university wellbeing support. 

CAREER DEVELOPMENT WEBINARS

A series of workshops covering: responsible research and integrity, research ethics, public engagement, strategic career development, using the Vitae Researcher Development Framework for career planning, project planning and leadership.  

RESEARCH ROADMAPS

A series of facilitated awaydays bringing together all key stakeholders involved in the research journey from PhD application to submission and research grant award to research close out. The outputs included online graphical representations of the research journey and enhanced understanding of roles and responsibilities arcoss the departments.  

CREATIVE RESEARCH ENGAGEMENT 

Researcher Coaching continues to advocate the use of creative and innovative methods to share research outputs including the use of drawing and cartooning in research and research communication. 

FIND OUT MORE

Contact us to discuss how we can support you to enhance your research culture

COLLABORATING WITH EXPERTS

We know that research and collaboration go hand in hand. that is why we collaborate with the best from around the world both inside and outside of our industry.  .

Working in partnership with you is the key to success. 

“Katy has been delivering sessions to support our ‘out of programme’ [medical] trainees since 2018 and continues to deliver high quality coaching and training both face to face and online. Katy’s courses always receive positive feedback which she shares with the team to help with promoting future courses” Lynne Cooke, Supported Return to Training, Health Education England (East Midlands)

A few things we’re great at

We pride ourselves in ensuring our participants get the most from our training and coaching. Here are just a few of the services we can provide.

CPD Standards Office Accredited Coaching

We know what it is like to be a researcher. That’s why we provide specialist coaching to researchers. We recognise that for you success might mean managing people, budgets, experiments, teaching loads, students, even your boss. If you need to submit a grant application, wrap up an international collaborative project or just want to get time to write that journal article Researcher Coaching is for you.

Personality Profiling

We are MBTI, Belbin and DISC accredited practitioners. If you would like to understand more about what makes you tick and how you can work more effectively with others we can support you. We have run our ‘Different not Wrong’ workshops since 2008 and in 2017 added DISC coaching to our portfolio of instruments to support better understanding in the workplace and in life more generally. 

Expanding the Impact of  Research

In 2018 we collaborated with Vitae and th UK Intellectual Property Office to develop training for researchers to expand their IP knowledge. We have now worked with over 2000 researchers across the UK increasing their IP knowledge and skills. We support researchers to create impact and clarify when they should be talking to their institutions about the intellectual property (IP). If you would like to support your researchers click ‘learn more’ to arrange a call.

Katia’s success

I believe coaching was one of the best things i have done to take care of myself..

When I started my coaching program, I wanted to work towards my transfer viva and prepare two draft chapters. I felt that was impossible; teaching/marking load, PhD and parenting. With Katy’s help, I managed to complete all my written work before my deadline. I worked so productively and quickly my supervisory team couldn’t keep up with me and I had to wait for them to read my drafts and organise my transfer! What an achievement and relief!

FIRST IMPRESSIONS

Coaching is amazing! It was what needed. I loved the speed of thought Katy has and the to-the-point questions she asked. 

The combination of Katy’s style and my readiness worked together for a powerful and productive first experience. 

I have learned that when I plan properly I am quite productive. I have learned how to coach myself, and find motivation tricks. 

My confidence increased which has affected various aspects of my life; I had not expected this experience to be so powerful! 

Supporting Academics Juggle Research and Parent Responsibilities

We work with researchers juggling mulitple demands and know what it’s like to feel overwhelmed as a parent also trying to study, work, progress in your career and care for young children. This testimonial is from a senior researcher from the Institute of Bioengineering Catalonia, Spain. Katy and her worked together during the strict Spanish Covid-19 lockdown. “I had an important research proposal to write while looking after a baby and felt overwhelmed. Katy and I had weekly online meetings that helped me stay focused and break down the tasks into manageable ones. She always knew how to encouraged me to put in words what mattered to me and how to stay true to those values. By the end of each session I felt confident and ready to tackle the next step. I look forward to working with her again in the future and heartfully recommend her to all my colleagues.” If you are struggling with the demands of parent life whilst juggling a research career contact us to ask how we can support you.  

Coaching testimonials

Don’t take our word for it – here’s what our coachees say:

 I felt that we achieved a great deal in each session because Katy structured them effectively (and flexed when needed). Katy was able to identify the key points and communicate them in a way I could easily understand but also gave me plenty of opportunities to agree or challenge these so we achieved my Holy Grail of clarity. 

Dr Lindsay Davis

Confetti, Nottingham 

Kate played a huge role in my development personally, which shall help me forever. Her program is one of the best investments I could have made in myself, and I really am curious for her to see where I end up in 5 years.

Ali Alqaraghuli

Systems Engineer NASA Jet Propulsion Laboratory

As a result of  this coaching I negociated a 3 month paid sabbatical enabling completion of my thesis.  I have recognised my own personal resilience and that I am ready to move on with next stage of my career. 

Dr Jacquie Ridge

Senior Lecturer  Adult Nursing The University of Northampton

Training testimonials

Don’t take our word for it – here’s what our participants say:

“Coach yourself through impostor syndrome helps you to acknowledge that impostor syndrome is very real and surprisingly common, and gives practical tools to help manage the feelings that come with impostor syndrome and build confidence with going back into the workplace.”

Coach Yourself Through Impostor Syndrome

Trainee (NHS Trainee, HEE Thames Valley) 

“This is a well structured and well refined focus base on getting you the necessary knowledge in effective productivity techniques and how to apply them to your current situation. The course teaches and provides you with a guide for productivity and time management.”

High Intensity Productivity

PhD Researcher, Barcelona Institute of Science and Technology

“This course allows us to actually do some work and I’m keen to attend another! I have started a research paper redraft and learnt a huge amount about myself and how I work that I will take forward into my working life. All doctors should attend this session and it would be great for medical students too. This course is the key to unlocking all the time you have been wasting!” 

Trainee (NHS Trainee, HEE North West)

Researcher Coaching is the professional development programme run by Rodetal Ltd. Our team is led by Dr Katy R Mahoney. She is dedicated to ensuring researchers and academics she serves reach their full potential. Some of the programmes we offer require more than one coach or trainer. When this happens we work with a team of associates (Researcher Coaching Associates), a group of like minded trainers. 

Dr Katy R Mahoney

Rodetal Ltd Director Researcher Coaching Programme Professional Development Lead [email protected]

Researcher Coaching Associate Team

About researcher coaching.

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PhD Coaching: A Personal Trainer For Your PhD

Get tailored phd support, build confidence and resilience, one session or ongoing support, the solution to poor supervision, do you need more focused phd supervision, we can help..

Do you wish you had more focused, targeted PhD supervision? Someone to brainstorm with, run ideas by and get advice from? Someone to keep you accountable?

You’re not alone.  We can help. 

With your very own PhD personal trainer, you’ll get the support and guidance you need. You’ll enjoy a  truly bespoke service, so whether you need an accountability partner, a writing coach, someone to check chapter outlines, or someone to offer intense supervision, we’ll help.

We’ll do whatever it takes to help you write more, worry less and graduate sooner.

Testimonial: 

“i feel like you truly operate to genuinely help students be successful in their research. my coach was thorough in their work and not only showed me the corrections but taught me to see the errors myself. their descriptions and clarifications taught me what to look for, helping me learn to become a better scholar. they made me realise how much more interesting and fun my project could have been had i had more guidance from the beginning. my only regret is that i did not reach out to you sooner.”, ben – john hopkins university, read more reviews ., offering the guidance and support you need to navigate your phd.

Bespoke support for your PhD

The challenges you face are unique. That’s why we start with a free phone consultation, so you can tell us what’s holding you back and we can explain how we’ll help. Together, we’ll design a programme that matches your needs. Arrange your free, no-obligation phone consultation now.

A dedicated PhD expert on your side

We’re the experts in planning, structuring and writing PhDs and we’ve all been where you are. That means you’ll be getting the right support from people who understand the pressure you’re under and know exactly what’s required. 

The support you've been dreaming of

The programme we’ll design with you will address all of the challenges you face. If necessary, we’ll provide feedback on written work, provide video or phone based coaching, offer check-in accountability sessions or offer email support. Every programme is different, but each one is designed to maximise your results.  

Structured discussions that'll boost your progress

Most of our support will come through video or phone-based coaching, during which we’ll offer you the kind of support a great supervisor should offer. We’ll challenge you, make you think, teach you and provide you with all the resources you need to overcome your PhD hurdles. 

A flexible programme geared towards success

Everything we do is directed at teaching you the skills you need to progress more quickly and confidently through your PhD. It’s entirely on your terms, and built around your needs.

We can offer once-off support, or arrange an ongoing relationship. 

Support for every stage of the PhD journey   

Our PhD personal training is bespoke, so you get support for the issues you face. During your free, no-obligation phone consultation you’ll get the chance to talk through your problems and we can design a programme to suit you.

Our typical programmes include many of the following:

Help developing chapter outlines

Feedback on draft chapters, advice on how to structure chapters, coaching on stress and anxiety, coaching to improve your writing, accountability partnerships, checking post-viva corrections, help create research proposals, meet professor jane creaton – your phd coach.

Professor Jane Creaton

Think of me as a personal trainer for your PhD marathon. I’m here to guide you, coach you, keep you accountable and help you cross the finish line. I’ll challenge you, motivate you and make sure you’re going in the right direction.

I am Emeritus Professor of Higher Education at the University of Portsmouth, and have researched and published on professional doctorates and the mental health and wellbeing of postgraduate researcher students. I was awarded a National Teaching Fellowship in 2019 for my work on doctoral education, and have worked with hundreds of doctoral students through workshops, writing retreats and one-to-one coaching and mentoring sessions.

My experience tells me that, with my encouragement, you’ll grow in confidence as you reach each milestone on the path to completing your PhD.

The service I offer is flexible and personalised. That means two things. First, there are no minimum contracts and there are no set hours per week. You can have as many sessions as you want, and for as long and often as you like. You’re also free to end the sessions whenever you want to – you’re not locked in.

Second, the service addresses your pain points and your current struggles. Each PhD student has different needs, so I’ll listen carefully to what yours are and then provide the guidance to overcome them. You may have read many general self-help books, but I’m offering personal, customised support.

The initial step is an introductory Zoom call, which often lasts about 30 minutes. However, the first 15 minutes are complimentary, so if we talk for 30 minutes, you’ll only pay for 15. During that call, I’ll explain my background and approach to coaching. You’ll have a chance to let me know what your expectations and hopes are and what challenges you’re facing, and we can make a plan for future sessions. The length and frequency of meetings will be up to you, with your budget in mind. Some clients like shorter but more frequent calls, whereas others prefer longer working sessions. We can discuss options, but you choose. Scroll down to share some info and book onto a call. 

Testimonials

“i originally reached out to the phd proofreaders team after learning i would need to retake my comprehensive exam course. i knew the second time around i needed more support and someone who paid close attention to detail. after coming across the phd proofreaders during my search, i submitted a formal inquiry and received almost an immediate response. max reached out to me and inquired about my needs. he assigned me to someone he believed would best meet my needs. i am extremely grateful for max’s discernment that day as he paired me with an amazing writing coach…i look forward to a continued relationship with the phd proofreaders as they have given me the honesty, kindness, support, and tools to succeed thank you so much for supporting me during this journey”, “the phd proofreaders have saved my life….the last few weeks i have been under so much pressure with phd deadlines and elizabeth was there for me every step of the way. the zoom calls were fun and the feedback on my writing was just what i needed to motivate and inspire me. thank you for your kindness, your patience, for believing in me and for giving me the confidence to get my work done.”.

Your first 15 minutes are free. After that, we charge two rates:

 Organise your free intro session today…

To get started, please fill out the form below. This is your chance to let us know more about you, your PhD, and your pain points. All of your information is treated confidentially and you’re not committing to anything at this stage. Once you’ve submitted the form, we’ll be in touch to book your free intro session.

Your name Your email What country are you in? Your time zone Where are you in your PhD journey?

What is your field of study?

Please summarise your topic in a few sentences

How would you rate yourself as a doctoral candidate? 1 (lost and stuck) 2 3 4 5 6 7 8 9 10 (accomplished & successful) How would you rate the quality of your supervision? 1 (unsupportive & unavailable) 2 3 4 5 6 7 8 9 10 (very supportive & always available) What are the pain points that are causing you to struggle with your thesis, and with the doctoral journey in general?

Why are you looking into coaching, and what is your end goal?

What upcoming dates and deadlines need to be considered?

• Schools & departments

Performance Coaching and Development (Online Learning) MSc, PgDip, PgCert

Awards: MSc, PgDip, PgCert

Study modes: Part-time

Online learning

Funding opportunities

Programme website: Performance Coaching and Development (Online Learning)

Introduction to Online Learning

Join us online on 26th June to learn more about online Postgraduate Study at Edinburgh.

Find out more and register

Programme description

This unique online MSc in Performance Coaching and Development has been designed for practicing coaches, coach developers and associated professionals who want to extend their knowledge and understanding of coaching and coach development in the workplace.

Our innovative programme offers the opportunity for coaches with;

academic and non-academic backgrounds

experience in various coaching settings such as team, individual, action and adventure sports, working with tactical athletes, professional development, fellow associated support professionals and coach development

to work in a stimulating environment with a uniquely skilled team that combines real-world coaching expertise with development and sector-leading research.

Our MSc in Performance Coaching and Development has been developed to complement the work of and develop active coaches, coach developers and associated professionals to provide evidence informed support in their workplace.

All students will require reliable broadband access for the duration of the programme.

We will use blended online learning methods; discussions, short, pre-recorded lectures, small group seminars, live tutorials, guided supervision and 1:1’s to create a dynamic, collaborative environment to share experiences, expertise and professional development.

Our expert team will support you through every stage of the programme as you develop in a positive, supportive, and constructive online learning community.

The flexible learning environment means you learn at times and locations that best suit you, making this programme suitable for high-calibre busy professionals who want to update and extend their knowledge.

The programme is developed and delivered at the University of Edinburgh, a World Top 25 University ( QS Rankings 2024 ) by coaching specialists from:

The Institute for Sport, Physical Education and Health Sciences ( ISPEHS )

The Olympic Research Centre - the IOC accredited Olympic Research Centre for the UK (in partnership with Bath University), driving major projects including a longitudinal study of injury, health, and wellbeing in Olympians.

The Scottish Centre for Olympic Research (SCORE) - providing education and research in sociocultural aspects of Olympism.

The Applied Coaching Research Group - this thriving group generates over 20 peer review papers and invited book chapters a year in the applied science of coaching.

The course has an applied focus on the future career needs of students and uses a broad range of assessments that include:

• presentations
• critical reviews of literature and coaching practice
• independent and supervised research
• a final research project that enables students to focus on innovation, creativity and flexibility in their coaching domain that can be written as a dissertation or journal article

You will become part of an online community of coaches and tutors from various coaching domains that allows you to enhance your interpersonal, self-management, IT, team working, and research skills.

Studying online at Edinburgh

Find out more about the benefits and practicalities of studying for an online degree:

• Postgraduate online learning

Programme structure

The Masters in Performance Coaching and Development is delivered part-time and fully online and you can take the course over a 24 to 72-month period. The programme combines academic study with practical application based on your coaching practice.

The possible outcomes and, therefore, the level of commitment is extremely flexible. The MSc programme comprises 6 taught courses, each worth 20 credits and a final dissertation worth 60 credits.

You can graduate with a full MSc Performance Coaching and Development by completing 180 credits or exit earlier with a Postgraduate Certificate (60 credits) or a Postgraduate Diploma (120 credits).

For example, to exit with a Postgraduate Certificate in Performance Coaching and Development, you will complete courses in:

• Managing the Coaching Process (20 credits)
• Diagnostic Analysis of Coaching Practice (20 credits)
• Performance Development and Expertise (20 credits)

Or to exit with a Postgraduate Diploma, you will complete a further three courses:

• Coach Development (20 credits)
• Developing Professional Expertise (20 credits)
• Real World Research in Performance (20 credits)

To graduate with a full MSc in Performance Coaching and Development, you will also complete a final research project:

• Coaching Dissertation (60 credits)

Course Adaptability and Flexibility

Once you have completed the Managing the Coaching Process course, you take the four core courses concluding with the Real World Research in Performance course in which you will plan your final Coaching Dissertation. This flexibility enables you to fit your studies around your coaching commitments.

For those wishing to delve even further into the design and deployment of innovation in coaching, you have the option to apply for our PhD programme:

• PhD Sport, Physical Education and Health Science

Achieving a doctorate at a world-class University is a marker of your ability and a tremendous cachet for your future career.

Learning outcomes

The programme aims to develop:

• Coaches as professional, lifelong learners who are capable of designing career-long learning opportunities for themselves and others.
• Coaches who are critical thinkers, able to assess and evaluate the quality of knowledge, theories, and policy that informs their coaching practice.
• Coaches who are able to identify the challenges that inform coaching research.
• Coaches with specialist research skills; able to analyse, critique and evaluate coaching programmes, practices and processes.
• Coaches, capable of designing impactful interventions that develop performance.
• Coaches as learners with transferable skills that are able to conceive, construct and implement socially responsible contributions to the coaching field.

Career opportunities

Career paths are diverse given the global nature of coaching and the programme. These include:

• national and international sporting and coaching organisations
• coaching and coaching development
• performance planning
• performance management
• coaching consultancy
• teaching in further and higher education

Taught by expert coaching specialists

Our University staff have a unique record of achievement in this field, having worked with:

• over 90 world or Olympic medallists
• international sports teams
• world-class sports performers
• senior leadership roles in business and National Sports Organisations across several continents.

From a research perspective, our Institute for Sport, Physical Education and Health Sciences includes two research centres accredited by the International Olympic Committee:

• The Olympic Research Centre for the UK (in partnership with Bath University).
• The Scottish Centre for Olympic Research (SCORE) provides education and research in sociocultural aspects of Olympism.

In addition, our staff are active coaches and have:

• high level qualifications and experience as coaches and coach developers in their fields
• extensive experience researching coaching
• leading editorial roles in high-level journals
• regularly delivered at conferences worldwide
• contributed to key texts and book chapters in the coaching field

Find out more about the MSc in Performance Coaching and Development team.

• Loel Collins
• Christine Nash
• David Collins
• Howie Carson
• Alan Macpherson
• Michael Ashford
• Ray Bobrownicki

How does online learning work?

Entry requirements.

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

You must be a currently active coach and either:

Hold relevant professional qualifications, or be operating at a level equivalent to, United Kingdom Coaching Certificate ( UKCC ) Level 3, AND have evidence of at least five years' coaching experience. If you want to check the suitability of your qualifications, please contact the Postgraduate Admissions Team before you apply.

Hold a UK 2:1 honours degree, or its international equivalent, in a relevant subject, such as sport science or sports coaching, AND have evidence of at least five years' coaching experience.

All applications will need to include evidence of your ability to:

• plan, deliver and evaluate cycles of coaching work
• manage and lead coaching teams to support a developmental programme

Students from China

This degree is Band C.

• Postgraduate entry requirements for students from China

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

• Fees and costs

Read our general information on tuition fees and studying costs:

Scholarships and funding

• Moray House Access Scholarship

Moray House School of Education and Sport is pleased to offer a scholarship covering tuition fees and living costs for one student. The scholarship is for UK nationals domiciled in the UK, from backgrounds or groups which are underrepresented in our School.

• Online Learning Scholarships

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Postgraduate Admissions
• Phone: +44 (0)131 650 4086
• Contact: Admissions Office
• Programme Director, Dr Loel Collins
• Phone: +44 (0)131 651 6581
• Contact: [email protected]
• Moray House School of Education and Sport
• Old Moray House
• Holyrood Campus
• Programme: Performance Coaching and Development (Online Learning)
• School: Education and Sport (Moray House)
• College: Arts, Humanities & Social Sciences

This programme is not currently accepting applications. Applications for the next intake usually open in October.

Start date: Under review

Awards: MSc (24-72 mth PT), PgDip (48-48 mth PT), PgCert (24-24 mth PT)

Application deadlines

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding then we strongly recommend you apply as early as possible.

• How to apply

Find out more about the general application process for postgraduate programmes:

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PhD Academy Coaching

Coaching helped me to better plan my work, but much more importantly, to manage aspects of my anxiety and be able to keep moving forward, not letting anxiety stop me from acting.

Anonymous PhD Candidate (2024)

Katarina's time and help was exactly what I needed. I'm very grateful, and feel quite moved.

Anonymous PhD Student (2023)

The PhD Academy offers one-to-one coaching to help PhD students with a range of issues, from the general stresses that arise while completing a PhD to more specific challenges that a student may be confronting. Coaching is a confidential process that allows you to speak to someone from outside of your academic department.  Through one-to-one coaching, you will gain a different perspective on the challenges you face and discover new tools and techniques to tackle them. Coaching can be helpful in addressing a range of issues including:

• Sustaining motivation throughout your PhD;

• Developing effective time management techniques;

• Overcoming roadblocks in thesis writing (including procrastination and writer’s block)

• Combatting everyday stresses;

• Managing presentation anxiety;

• Cultivating a better work-life balance;

• Enhancing professional relationships;

• Building confidence and self-empowerment.

Coaching is available:

• For students who are out of the country on fieldwork or based at the LSE;

• During term time and outside of term time; and

• For registered students and students on an interruption of studies.

The normal expectation is that sessions will last for between 30mins to an hour depending on a student’s needs and that students will be provided with up to four one-to-one coaching sessions.  The coach will begin with a brief introductory session of around 30 minutes which gives the student an opportunity to get to know the coach and allows the coach to  determine if coaching is appropriate.

Prior to the introductory session students will be asked to fill out a brief coaching questionnaire and send it to the coach in advance. This helps students identity the issues they'd like to work on and allows them to reflect on what they'd like to get out of the sessions. 

About our coach

Dr Katarina Lezova

Katarina empowers students and researchers to maximise their potential and inspires them to achieve their goals. She has previous experience of being a researcher, teacher, mentor and coach in Higher Education and worked on research projects for commercial consultancies.

Drawing on her unique experience, she established Insolo Coaching to support people’s growth. Her interest in design thinking and growth mindset approach have shaped how she works. She has significant experience in coaching university students and researchers through their personal and professional development process while focusing on increasing their self-awareness and confidence.

For four years, she led a Personal and Professional Development Programme for students at Goldsmiths, University of London. Katarina has a PhD in Politics from Goldsmiths, University of London and Masters from Vienna University of Economics and Business in Austria.

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Home to some of the world’s most historic universities, the UK is also a popular postgraduate destination.

Nicknamed ‘the land of ideas’, Germany’s low tuition fees and excellent universities attract plenty of international PhD students.

Offering internationally-recognised universities in vibrant and welcoming cities, Canada is a great choice for a PhD abroad.

Australian universities are world-renowned, whilst the country’s climate and lifestyle offer plenty of other incentives for international students.

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Universities in New Zealand are globally recognised as top research centres. Better yet, international PhD students pay the same fees as home students.

With famous student cities like Paris and affordable tuition fees, France is a great choice for postgraduate study abroad.

With historic universities and a famously welcoming culture, the Republic of Ireland is an excellent (and popular) choice for PhD study abroad.

With over 2,000 universities providing postgraduate degrees, it’s no wonder the USA is the world’s most popular study abroad destination.

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We’ve been helping students find and compare PhD research projects and programmes for over 15 years. As well as listing doctoral opportunities and scholarships, we also provide a wide range of advice on postgraduate research and funding .

Our study guides will help you find the right PhD and explain what doing a PhD is actually like. We’ve also put together information on different types of doctorate as well as resources for international PhD study .

If you need help covering the cost of a PhD, our resources can help. We’ve covered everything from Erasmus funding to PhD loans .

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Let’s Create An Amazing PhD Together

Create original proposals with impact, academic coaching to develop research skills, viva preparation and corrections, great phds benefit from great coaching.

Doing a PhD can be lonely. You don’t know whether what you’re doing is right or not. Supervisors can be busy. There aren’t always enough university resources to show you how to design, research and write up your project. 

It can help to have a personal PhD coach to provide regular support to develop your ideas, skills and – most importantly – your confidence as a researcher. Right from developing your proposal through to defending your thesis at the viva, I am here to support you, encourage you, and help you develop yourself. 

I’ve worked with PhD students for over 10 years and research coaching psychology. I’ve supported PhDs from sports science, to medicine, to law, to translation and my own field of linguistics. I have strong foundations in qualitative research. 

Finally, I am a specialist in helping international PhD students with the UK PhD process. I work with many researchers from Saudi, Kuwait and Oman. 

Contact me to find out what I can do to help you produce a fantastic PhD.

Testimonials

Rebecca is a wonderful coach. She simplifies any problem. I would recommend her to anyone.

I’ve been working with Becci for a month and I don’t know how I could manage without her…she understands the perils and pitfalls of PhD life. Becci listens without judgement and helps me to harness my strengths.

(Becci is) …nourishing, uplifting, insightful.

I’m so happy to work with you again to help me develop my skills.

Get in Touch

Have a inquiry or some feedback for me? Fill out the form below to contact me.

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Thesis Guidance and Help

As a student, achieving a PhD is probably one of the biggest milestones of your life. It is a feeling of accomplishment, joy and a reward to all the hard work that you put in while completing your PhD. However, in the process of successfully fulfilling all steps of your PhD, many students are faced with the fears of writing and submitting their dissertation / thesis on time. Especially if you are unaware of the minute details about writing and editing a dissertation, you may feel left out in the race to excel in your dissertation. While pursuing your Master’s, your dissertation is one of the most integral parts of the degree. A brilliant dissertation is something you will treasure for life, and it will surely reap rewards for many years to come.

We appreciate the role of dissertation in the life of PhD students and therefore, have created a platform specifically to support students across United Kingdom to complete their dissertation successfully. We’re a team of experts and professional academic writers working towards the betterment of students in various universities of United Kingdom like University of Oxford, University of Cambridge, London School of Economics, University of Manchester, University of Glasgow, University of Birmingham and many more. Our student base is spread all across UK including England, London, Scotland, Wales, Northern Ireland, etc. We are proud to be the first choice of all United Kingdom students when they look for PhD coaching classes. Our training sessions and valuable feedback and assistance have helped countless students achieve their much desired degree in no time!

If you are excessively worrying about your PhD dissertation and need some expert guidance, we will be pleased to help you out and our services will assist you in each and every step of your dissertation writing and editing processes.

Our services include:

1. Writing: Our writing services span all the aspects of collecting and noting information in the right way. Right from the topic selection, chapter wise segregation, writing on various topics, proposals, acknowledgements and bibliography writing are all taken care of.

• Proposal: A good proposal is like the cover of a book. It makes the first and lasting impression about your dissertation. Our academic writers have years of experience in writing strong, clear and research-oriented proposals.
• Thesis: Writing your thesis will no longer be a fear once you consult with our coaching experts. They will guide you through the entire process very efficiently and show you the right way to move ahead chapter by chapter so that you are not stuck at any point.
• Journal Papers: Our guidance will help you become a published writer while you pursue your PhD so that you can submit excellent journal papers related to your specialisations.

2. Editing: Almost all students underestimate the power of a good editing before submitting their dissertation. Writing is only the first step in your dissertation. A great editing is the last step to a perfect dissertation. Our editing services in United Kingdom are unbeatable, uncompromised and unbelievably priced.

3. Statistical Help: Our statisticians will help you in your research methodologies and data analyses, ensuring your research conclusion is apt and up to the mark.

4. Revisions: Once your dissertation takes its basic form, it needs to go through few stages of revisions by experts so that it can be moulded into a masterpiece. This is done wonderfully by our team at United Kingdom PhD Coaching Classes. Share your requirement with us and our writers will give you excellent results on your dissertations.

We’re the pioneers of PhD consultations and training sessions in the United Kingdom. Join our customer-base and become a shining star in your PhD! Contact us on [email protected] and our consultants will get in touch with you shortly.

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Carnegie School of Sport Fully Funded PhD Studentships

The Carnegie School of Sport is looking to recruit four highly motivated individuals to prestigious PhD Studentships

• Full-time Fully Funded Postgraduate Research Studentship
• Start date: October 2022
• The PHD Studentships will be based in Leeds

The PhD studentship will have a bursary of £15,609 per annum (pro-rata into 12 monthly payments) plus UK Fees paid initially for a period of three years.

This is a unique opportunity for four enthusiastic and high-achieving individuals looking to undertake a PhD in a vibrant research environment.

The Carnegie School of Sport at Leeds Beckett University is purposefully driven by a focus on working together to make a positive difference. Our strength is the breadth and depth of our research, which is underpinned by the disciplinary experience of our staff and students. Pursuing an inclusive and ambitious research agenda, we cross the broad spectrum of the natural sciences, social sciences, and humanities. Our research culture is founded upon a genuine commitment and capacity to work with others on real-world applied problems, to achieve impact beyond academia. From our leading work on talent development, coaching practice, and anti-doping, to our studies on gender equality, ageing and obesity, we're looking to apply our knowledge to address some of the key issues facing our communities today.

We recognise that impact starts and ends with the societal change we seek to address, rather than the research problem or project we have created. Our research and knowledge exchange contribution are enabled by our six University-Designated Centres and Institute. We are therefore pleased to invite applications for our funded PhD Studentships from candidates wishing to carry out research under one of the research themes of our Centres or Institute:

Further details on our Centres and Institute can be found in the Project Overview Section, along with contact details of the Centre/Institute Directors for further information. We strongly advise potential applicants to discuss their project ideas with the Centre/Institute Director or with staff associated with the Centre/Institute.

Encouraging applications from under-represented groups

We are committed to creating a diverse and inclusive PGR community that will bring different perspectives to our work. Therefore, we welcome applications from under-represented groups, particularly Black, Asian and people with other ethnically diverse backgrounds, women, LGBTQ+ and people with a disability. In addition, we will be encouraging proposals across our Centres/Institute that seek to address under-representation within research. All appointments will be based on merit.

Funding will consist of UK full tuition fees for three years and the award of a living stipend at UK Research Council rates (£15,609 per annum pro-rata into 12 monthly payments). Funding will be subject to satisfactory progress. A laptop will be provided and the opportunity to apply for funding to support the research project.

Centre Directors: Prof. Ben Jones ( [email protected] ) and Prof. Kevin Till ( [email protected] )

The Carnegie Applied Rugby Research (CARR) centre applies innovative scientific and analytical techniques to answer real-world practical problems within Rugby. The CARR centre aims are to 1) Enhance policy, science and coaching for application within and across all levels of rugby, specifically addressing current challenges; and 2) Develop innovative opportunities for individuals (students & staff) through our key relationships / partners to produce international quality and impactful research that enhances applied practice within and across all levels of rugby. We work closely with rugby union and rugby league professional clubs, international and national governing bodies, as well as sports technology companies, to bring together researchers and practitioners with expertise in technology, sport science, coaching, strength and conditioning and player development.

Our work centres on five research themes, which are:

• Training Load and match demands
• Talent Identification and Development
• Injury and illness
• Enhancing nutrition and psychology
• Physical Development

Centre Director: Prof. Jim McKenna ( [email protected] )

The Centre for Active Lifestyles aims to respond to the societal need to better understand and deliver Physical Activity to improve Public Health and reduce longstanding social inequalities. The Centre draws on a range of scientific areas – from Psychology to Physiology - to deliver insights and effective campaigns and interventions. We offer a distinctive, innovative, and effective approach to designing, delivering, and evaluating tailor-made programmes. Our highly translational approach blends the best of science with the cutting-edge of best practice to support individuals, groups, and/or whole communities to become more physically active.

 The Centre addresses two main themes:

• Identifying and improving community and/or service-based PA provision and
• Establishing physiological and biochemical responses and adaptations to exercise and PA

Centre Director: Prof. John O’Hara ( [email protected] )

The Centre for Human Performance research spans basic science conducted in our laboratories through to translational science on the track, on the pitch and in the mountains. Although we are interested in optimising human performance, we believe this should never compromise athlete wellbeing and welfare, and the integrity of sport. Therefore, our research also offers a critical understanding of the psychosocial, moral and cultural dimensions of sport.

Our research themes include:

• Optimising endurance performance
• Performance in extreme environment
• Musculoskeletal and orthopaedic sports medicine
• Protecting sporting integrity and welfare (PROSPER)
• Applied Practice in Football

Here in the Centre for Social Justice in Sport and Society, we work to create a fairer and equitable society through harnessing the power of sport. We achieve this through our four connected but distinct research themes covering:

• Children, Young People, and Families research
• Disability Sport and Adapted Physical Activity research
• Identities and (In)Equalities research
• Management and Governance research

We work alongside our partners to offer contextualised insights and solutions towards making sport and physical activity fairer. The Centre examines all types of sporting, leisure, physical education, and physical activities. We work to challenge inequalities across the performance domains (from participation to high-performance) and in all roles (from participant to leader). We invite your interest in applying for a PhD studentship with us and would be delighted to offer our support to you in shaping the application. We look forward to hearing from you.

Centre for Sports Coaching

Centre Director: Prof. Julian North ( [email protected] )

The Centre for Sport Coaching provides a focal point for the research and development of sport coaching in the UK and internationally.

The Centre is a partner of the International Council for Coaching Excellence, who are housed within the Carnegies School of Sport.  We work extensively with organisations such as UEFA, the Football Association, UK Sport, Sport Scotland, and Nike, amongst many others.

The Centre has links with over 40 staff affiliates, and over 80 post-graduate students, and there is extensive engagement in collaborative project working, discussion groups, and dissemination events.

Although we are happy to consider applications from highly motivated and interested students across a broad range of sport coaching issues, we have a particular interest in:

• Effective and ethical sport coaching practice to improve participant and performer development experiences and outcomes
• Coach learning, development, and education
• Coaching policy and systems

With our colleagues in the Centre of Social Justice in Sport and Society we are also very happy to explore issues of inclusion and exclusion in the coaching workforce, and wider issues of social justice in coaching. We look forward to hearing from you.

Institute Director: Prof. Carlton Cooke ( [email protected] )

The Obesity Institute is unique in applying a multidisciplinary approach to the study of obesity. It brings together strengths in nutrition, dietetics, physical activity, psychology, epidemiology, computing, arts and design and public health from across the university with our patient and public involvement members, working in coproduction with policy and practice partners to address real world priorities. Our research is also firmly embedded within our undergraduate and postgraduate teaching, professional training and education, and consultancy. Through this integration, we have the expertise to enhance the implementation, effectiveness and scalability of real-world action.

We develop novel, bespoke approaches to research that lead innovations in the field of obesity. Our team have a wealth of expertise, experience and have a track record of delivering high-impact research and consultation that draws on our academic and applied competencies. In doing so, our research and consultancy has led to many real-world impacts that have improved the understanding, prevention and treatment of obesity. Our themes include

• Public and Patient Involvement and Engagement
• System Approaches
• Tackling Disparities and Patient & Public Involvement
• Weight Management and Wellbeing

As part of your application, please provide a CV, cover letter and research proposal. The proposal should align to the above theme and include a brief literature review related to this project, with an outline of the studies that you would propose to the answer the aims of the PhD (maximum 5 pages single spaced).

We can only consider complete applications. The research degree application is complete once you have uploaded all of the following:

• Your application form (include the project reference CSS plus the Centre/Institute name
• Your research proposal, statement of purpose and CV on the Research proposal template
• Copies of your bachelors and master certificates, including transcripts
• Copy of your IELTS (or equivalent) certificate (if applicable) further information can be found on our Graduate School FAQs
• Copy of your passport

Email the documentation above) to [email protected]  

The deadline for applications is midnight on 12th June 2022

Candidates must be available for interview on 1st, 2nd, 3rd August 2022

Who to contact

• To discuss your application and project proposal please contact the Centre or Institute Director listed in the Project Overview Section
• For questions on the application process; [email protected]
• If you are applying from outside the UK it is important that you are aware of the entry and additional fee requirements by contacting [email protected] for further information

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Get Your PhD Done.

Make a breakthrough with your PhD. Get it over the line . You can totally do this!

Completing a PhD is a long-haul task and it can be easy to feel demotivated and isolated. We totally get this and you are not the first person to feel this way. At Coaching Academics we support you to make the breakthroughs you need in your academic life. We provide the space to talk with a fully qualified Life Coach who has been through and come through the doctoral process . 

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What is coaching?

Coaching is really about having an intentional conversation that helps an individual to understand how to get closer to their goal. For most of you this will be about getting your PhD done.

Coaching is non-directive, meaning that the coach does not set the agenda. It’s all about you. Your life. Your goals. Of course, it doesn’t have to be about your PhD. We can help you with any goal you have in life, whether it’s finding a better job, making new relationships, or even figuring out your spirituality! What do you want to make happen?

Why for PhD Students?

The journey of getting your PhD can be long and hard won. Completing your doctoral work can be as much a test of stamina and perseverance as it can be of academic capability (though both help!). Many students feel lonely and struggle with the pressures of getting it done on time. After all, you’re at the cutting edge of your field; who else really knows about it as much as you? We get this. 

Of course, it’s not just PhD students who struggle. Academic staff like lecturers and researchers, are often under huge pressure to deliver on a range of outcomes. Many activities like peer review and pastoral work have to be done but you likely do not get the recognition you deserve for these tasks. It can be highly challenging to maintain healthy divisions between work and home and this can easily lead to your work-life balance becoming out of kilter. 

Coaching gives you the breathing space to look at your priorities and think strategically about how you will achieve them. Coaching uncovers mental blockers and unhelpful cognitive biases that can get in the way of what you want. 

But I’m a PhD Student. Can I afford this?

I’ve been there on a small PhD stipend. I get it. Coaching with me costs £285 for five sessions, including a summary of notes from your session. However, depending on my capacity, I am happy to negotiate lower rates for those with less income. Please get in touch to find out more.

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We know what your committee wants to see and edit with that in mind. We don’t just correct for spelling, grammar, and APA style. We also do a deep dive into the content of your paper, leaving comments to help ensure your paper is in proper alignment and matches your university’s specific requirements. All within strict ethical guidelines.

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Mentoring doctoral students has shown him the missing link in educating PhD students: preparing them for the working world. He founded Beyond PhD Coaching to give students the leg-up they need to find their niche in academia. Learn more…

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Coach & Dissertation Editor

Skilled at coaching clients through the phases of dissertation development, Dr. Courtney Watson also offers thoughtful and thorough academic job market preparation and higher education career advice. Learn more…

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David Banner is a widely published author on the subject of transformational leadership, but mentoring PhD students gives him the most joy and satisfaction. He offers his services to help people complete their PhDs, find good academic jobs, get published in peer-reviewed journals, and find their place in the academic environment. Learn more…

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While her early research focused on the electrocortical, neuropsychological, and psychophysiological etiology of several psychopathologies, Dr. Ericson now focuses on well-being, positive psychological outcomes, resilience, and mindfulness-meditation interventions. Learn more…

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University of east london: applied positive psychology and coaching psychology.

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Coaching Psychology Professional Recognition Route (PRR)

This route has been developed to ensure that coaching psychology practitioners who meet the level 8 standards to gain chartered membership for the BPS through their professional training and practice have the opportunity to do so.

• Enrolment requirements
• Start dates
• How to apply

The Coaching Psychology Professional Recognition Route (PRR) enables practitioners to draw upon their fullest professional experience and become chartered members of the BPS through evidencing their professional training and practice in coaching psychology.

Applicants will be required to submit a portfolio of evidence which shows that they have achieved the level 8 standards as set out in the applicant handbook.

Download the applicant handbook

Upon successful completion, applicant's details will be forwarded onto the relevant team to process the chartered membership upgrade. Applicants will also be eligible for, full membership of the Division of Coaching Psychology and to join the Register of Coaching Psychologists.

Achieving chartered status through this route enables use of the title Chartered Coaching Psychologist.

Benefits of undertaking this route

• Formal recognition of your existing professional experience and competence
• Upon successful completion, you will become a chartered member of the BPS and eligible to become a full member of the Division of Coaching Psychology, as well as being able to apply to join the Register of Coaching Psychologists

Is this route right for you?

The Coaching Psychology Professional Recognition Route is suitable for practitioners who possess three years' full time (or part time equivalent) coaching psychology experience and are seeking to gain formal recognition.

The  accompanying flowchart  should assist in identifying which route is most appropriate for an applicant, given their existing status and experience.

Consult our FAQs for more information

Once you have registered onto the route and settled your fees you will be added to our online platform, BPS Learn .

As this is a professional recognition route, you will need to include a narrative that outlines your professional journey and development over time as an independent and competent coaching psychologist.

You will be required to detail your training and experience, as well as any formal or informal learning and continuing relevant professional development, which will demonstrate how you meet the three years' training and experience requirement, your experience of working with a range of clients in a variety of topics, and how you have acquired, developed and applied your psychological evidence-based practice within coaching.

Please see the handbook for further information on what is required in your portfolio and how it is to be submitted.

• Have the graduate basis for chartered membership (GBC)
• A minimum of three years full time (or part time equivalent) training and practising coaching psychology
• Have a total of 690 days of coaching psychology relevant work/training comprising 160 days of applied work with clients
• Have had at least 8 supervision sessions with a Chartered Psychologist in the past 2 years, with the Chartered Psychologist being on the Register of Applied Psychology Practice Supervisors (RAPPS) and at least 6 of the sessions with a Chartered Psychologist who specialises in coaching
• Demonstration of the standards for chartered membership in coaching psychology

We recommend you read the handbook to view the full eligibility criteria and additional information before applying.

There are four submission dates each year.

You can apply at any point. It is expected that the PRR will take approximately six to nine months.

The portfolio submission deadlines are:

You will be able to register for your portfolio submission when you have completed your application and enrolment.

Please refer to the handbook for assessment key dates.

Member price: £2683 (+VAT)

Payments are made at the end of a registration window.

Please note that the initial fee for chartered membership and division membership is included within the PRR fee, up until your next membership renewal point, after which an annual fee will be due. Entry onto the register is optional and incurs an additional fee.

Joining the Register of Coaching Psychologists will incur additional cost and is optional.

How to submit your application

Complete an application form here

Once your application has been processed, and eligibility for the route confirmed, you will be provided with an invoice and later given access to the route via BPS Learn. You can then download all relevant forms and documentation.

Our Assessment & Awards Team are available to support with any other queries surrounding the Professional Recognition Route to Coaching Psychology.

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In 2024 UEL celebrates a Year of Science

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Integrative Counselling and Coaching PGDip

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Applications for September 2024 are now closed. Please check back later in the year for future intakes.

The Postgraduate Diploma in Integrative Counselling and Coaching is a unique and ground-breaking course. It is the only postgraduate course in the UK, and possibly in the world, that offers integration of counselling and coaching practices.

This course provides professional training to those who aim to integrate various counselling approaches and coaching in their one-to-one practice.

Broadly speaking, counselling concerns itself with the resolution of internal conflicts and psychological changes. Coaching deals more with goal achievement and behavioural changes. For example, counselling may address underlining issues and reasons why someone had a drink problem, while coaching would deal with the habit itself. Although there is some overlap between these two approaches, they are not interchangeable. However, they can be complementary.

By covering both counselling and coaching training, this course is answering an ever-increasing need for integrative practitioners.

Successful graduates from this course will be able to apply for registered membership of BACP and eventual accreditation (as is the case with all other training courses, the latter requires additional practice hours).

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About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

1st course of its kind in the UK

This ground-breaking course is unique. It is the only postgraduate course in the UK, and possibly the world, that offers integration of counselling and coaching practices.

Accredited by the British Association for Counselling and Psychotherapy (BACP)

The two-year Diploma is accredited by and structured in compliance with the individual registration requirements of the British Association for Counselling and Psychotherapy (BACP). This is the first course accredited by the BACP that involves coaching.

The centre of integrative movement

All our staff are very much involved and engaged in the integrative practice, some of them being founding members of the Association of Integrative Coach Therapist Practitioners (AICTP). Dr Nash Popovic, is the founder of the Personal Consultancy model of integration that is used in this course. So, you will be working at the very centre of the integrative movement.

Accreditation

British Association for Counselling and Psychotherapy

Course modules, core counselling theory and practice core module.

The main aims of this module are to enable students to develop a comprehensive understanding of core concepts and principles associated with counselling and psychotherapy. Additionally, the module seeks to foster the acquisition of core skills, generic competencies, and personal qualities necessary for safe and effective practice. It aims to advance students' self-awareness and reflective abilities, enabling them to monitor and evaluate their impact on their clients. The students will also be able to learn and discuss the social context and other issues that may arise in one-to-one counselling practice.

Counselling Application Core Module

The aim of this module is to establish and maintain therapeutic alliance and conduct safe and effective counselling.  Students will gain a working knowledge of the BACP Ethical framework for Good practice and apply it systematically and creatively to complex situations.  They will develop understanding of the value and practise of supervision and to use it to reflect on, monitor and critically evaluate their work. 

Evidence Based Coaching Theory and Practice Core Module

The main aim of the module is to provide students with an understanding of coaching and its contribution to integrating one-to-one practices. Specifically, students will explore the research evidence and psychological theory that underpins coaching practice, and consider the interface with goals and change-oriented working in counselling. 

Personal Consultancy Core Module

The Personal Consultancy module introduces students to the theory and practice of integrating counselling and coaching skills. The learners will advance their knowledge of counselling and coaching principles and skills. The module explores arguments for and against integration, different types of integration, and the theoretical model of Personal Consultancy. Students will learn about the stages of the Personal Consultancy process and acquire practical skills and techniques within this framework. Through interactive discussions, case studies, and reflective exercises, students will apply their learning and develop their own unique approach to Personal Consultancy. By the end of the module, students will have the knowledge and skills to effectively integrate counselling and coaching, enabling them to provide holistic support to individuals. The Personal Consultancy module equips students with a comprehensive understanding of integration, preparing them for transformative practice in the field.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

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What we're researching

The Research Excellence Framework is a six-yearly review by the Higher Education Funding Council for England. In 2021 it rated 92 per cent of UEL's overall research was recognised as world-leading, internationally excellent or internationally recognised. Based on psychology research, Dr Nash Popovic and Debra Jinks developed Personal Consultancy, a model of counselling-coaching integration, that the above course is based on. Dr Nash Popovic and his colleagues explored the effectiveness and experience of an integrated counselling and coaching approach with distressed young people. Findings indicated that young people responded well to the integrated treatment and that it can be an effective way of reducing distress in young people. Dr Tim Lomas has explored the impact of meditation on men's wellbeing, using a mixed-methods design comprising narrative interviews, cognitive testing, and EEG measurement.

Your future career

With this qualification, you will be able to work as an integrative practitioner and personal consultant either independently or within organisations offering such services. The demand for integrative practitioners is steadily increasing in private, public and voluntary sectors. Being the only postgraduate course of its kind at the moment makes this qualification highly sought-after. After completing the course you can apply for membership of BACP as well as the Association of Integrative Coach - Therapist Practitioners (AICTP). Both are relevant for your career in this field.  During this course, you will also develop an understanding of real-life application of skills and theory as well as capabilities to pursue successful, ethical and useful careers. Previous students have developed successful independent practices across a range of sectors (e.g. health and education sectors, corporate sector, third sector organisations, private practice).  A number of students consider themselves 'portfolio workers' in that they engage in a mix of work (drawn from all of the above) depending on their strengths, experience and particular interests and focus. Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal .

How we support your career ambitions

We offer dedicated careers support, further opportunities to thrive, such as volunteering and industry networking. our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

• Enterprise and entrepreneurship support 
• We are ranked 6th for graduate start-ups 
• Networking and visits to leading organisations 
• Support in starting a new business, freelancing and self-employment 
• London on our doorstep

What you'll learn

This is a two year course. In your first year you will undertake two counselling modules. In your second year you will study the practice of evidence-based coaching and the integrative framework of Personal Consultancy.

All these modules are core to the course, and worth 30 credits each. The course combines academic rigour with practical skills to ensure that all graduates are both highly effective and credible professionals.

It will prepare you for practice in the area of integrative counselling and coaching drawing on the distinctive perspective and expertise of the staff.

For a PG Diploma you will need 120 credits. If you want to continue and gain an MSc, you will need 180 credits.

Module information

We consistently review our courses to ensure we are up to date with industry changes and requirements from our graduates. As a result, our modules are subject to change. 

This is a two-year, part time course. In your first year you will undertake two counselling modules. These cover core and advanced counselling skills, an overview of the key theoretical approaches including humanistic, existential, psychodynamic, gestalt, CBT and solution focussed therapy. There is a strong focus on personal development. In your second year you will study the practice of evidence-based coaching with models and interventions selected most suitable for integration. In the second term this is all brought together within the integrative framework of Personal Consultancy.

All the modules are core to the course, and worth 30 credits each (120 credits in total). Each module consists of one training day a week between 4-8pm and approximately one Saturday in a month between 10am – 6pm. Your regular attendance is essential.

How you'll learn

The course combines academic rigour with practical skills to ensure that all graduates are both highly effective and credible professionals.

The course provides a variety of teaching and learning methods, including lectures and workshops, seminars and facilitated group discussions, as well as support through our virtual learning environment (Moodle). You will also benefit from skills practice sessions, group supervision sessions and individual tutorials. The aim is to provide students with the knowledge, skills, attributes and confidence to work in this innovative way.

You will be expected to complete 100 hours of placement work (from Term 2 in year one). During each teaching week, you will attend an hour and half of facilitated supervision in groups of a maximum of six students. The purpose of these supervision sessions is to give you another chance (besides your individual supervision) to discuss and improve your work.

How you will be assessed

You will be assessed continuously: there are no exams but you must complete assessed work for each module. Assessments include a range of professionally relevant activities as well as the more traditional essays, reports and case studies. We also assess how students evaluate their own performance, through reflective practice.

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by the School of Psychology.

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Related courses

This course is part of the Counselling and Wellbeing subject area.

MSc Integrative Counselling and Coaching

The MSc Integrative Counselling and Coaching is the only postgraduate course in the UK, maybe the world, that offers integration of counselling and coaching practices.

MA Counselling and Psychotherapy

If you have completed a BACP-accredited Postgraduate Diploma in Counselling and Psychotherapy or equivalent, this top up masters is for you.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15)University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt-out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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Kentucky basketball to begin new era under Mark Pope. How UK coaches have fared in Year 1

LEXINGTON — Mark Pope didn't take over just any run-of-the-mill college basketball program. His new employer — and also his alma mater — is Kentucky , college basketball's all-time winningest program in terms of total victories as well as winning percentage .

Expectations, as always, will be high for Pope in his maiden voyage with the Wildcats .

But how have others who once held the lofty title of "UK basketball coach" fared in Year 1?

In that vein, we look back at previous Kentucky coaches and how their teams performed in their first season on the job:

Coaches in early years of Kentucky basketball

In the first decade of the UK basketball program, which began in 1903 , having an official coach was unheard of. Instead, various team managers served in the role without holding the title. It wasn't until 1910 Kentucky finally had people deemed "coaches" guiding the team. That squad, co-coached by E.R. Sweetland and R.E. Spahr , struggled to a 4-8 record .

For the remainder of the decade, Kentucky continued to cycle through coaches annually, save for Alpha Brumage , who had a two-season stint (1913-14 and 1914-15). Sweetland also returned as the sole coach in 1911-12, recording the first undefeated season (9-0) in program annals.

The records for each of these coaches in their lone season on the job (and in Brumage's case, his debut):

• 1910-11 — Harold J. Iddings: 5-6
• 1912-13 — John J. Tigert: 5-3
• 1913-14 — Brumage: 12-2
• 1915-16 — James Park: 8-6
• 1916-17 — William P. Tuttle: 4-6
• 1917-18 — Stanley A. Boles: 9-2-1
• 1918-19 — Andrew Gill: 6-8

It took until George Buchheit arrived for Kentucky to have a coach who lasted more than two seasons. Buchheit won 61.9% of his games (44-27) in five seasons from 1920 through 1924. And he remains among the top 10 in program history for victories . But his first season was forgettable, as he posted a 5-7 record . Buchheit was succeeded by three more coaches who only spent one season in Lexington: Clarence Applegran (13-8 in 1924-25 ), Ray Eklund (15-3 in 1925-26 ) and Basil Hayden (3-13 in 1926-27 ).

The Wildcats then welcomed a coach who went on to become an SEC legend: John Mauer , who recorded a 12-6 mark in 1927-28 . Mauer won 74.0% (40-14) of his games in three seasons at UK. He later was head coach at Florida and Tennessee ; he remains the only person to guide three different SEC basketball programs.

Adolph Rupp

First season: 1930-31

Record in first season: 15-3

All-time record at UK: 876-190 (.822 winning percentage) in 41 seasons from 1930-31 through 1971-72; UK did not play any games in 1952-53

Analysis: Adolph Rupp won his first 10 games at Kentucky before back-to-back defeats. He then finished his initial season with five victories in his final six games. His immediate success shouldn't be any surprise given what was to come.

Four national titles . Six Final Fours . Twenty-seven SEC regular-season titles . Thirteen conference tournament championships (a number that could have been far higher if the league hadn't put the event on hiatus from 1953 through 1978). Oh, and 876 wins — the most in college basketball history at the time of his retirement in 1972. Among Division I coaches with more than 600 victories, only Gonzaga's Mark Few (83.4% in 25 seasons ) has bettered Rupp's winning percentage.

One could spend all day listing Rupp's staggering list of achievements.

There's a reason why his surname has graced the Wildcats' home venue since the day it opened nearly half a century ago , after all.

Joe B. Hall

First season: 1972-73

Record in first season: 20-8 (14-4 SEC)

All-time record at UK: 297-100 (74.8%) in 13 seasons from 1972-73 through 1984-85

Analysis: Joe B. Hall's home tenure got off to an inauspicious start, falling to Iowa at Memorial Gymnasium on Dec. 4, 1972. Kentucky then lost to bitter rivals Indiana and North Carolina in its next two outings. But UK bounced back to have a solid debut season under Hall, winning 19 of its next 24 games and capturing the SEC championship in the days when the conference tournament wasn't held. Kentucky won its first NCAA Tournament game that season ( beating Austin Peay , 106-100, in overtime), pushing its winning streak to 10. But that streak, and the season, came to a close the next time the Wildcats took the floor, losing to the Hoosiers for the second time , this matchup in the Mideast Regional Final.

Though he never matched Rupp in terms of longevity or total wins, Hall had a strong 13-season run as coach, winning the national title in 1978 and notching a national runner-up finish (to UCLA ) in 1975. Hall led the Wildcats to an SEC Tournament crown in 1984 to go along with eight conference regular-season championships.

Eddie Sutton

First season: 1985-86

Record in first season: 32-4 (17-1 SEC)

All-time record at UK: 88-39 (69.3%) in four seasons from 1985-86 through 1988-89;  Eddie Sutton's actual on-court record was 90-40 (69.2%), but the NCAA forced Kentucky to vacate its results from the 1988 tournament, where the Wildcats went 2-1

Analysis: Sutton had smashing success right off the bat for the Wildcats, going 32-4 in Year 1 and dropping just one SEC game while winning the league's regular-season and tournament titles . But UK came up just short of the Final Four, falling to a Cinderella — SEC brethren LSU, an 11-seed — in the Elite Eight .

Sutton's crew swept the conference regular-season and tournament championships again in 1987-88 , but both those titles later were vacated. As scandal engulfed the program following a 13-19 record in 1988-89 , Sutton resigned (alongside athletics director Cliff Hagan). At the time of his resignation, Sutton said he stepped down because he didn't want the university "to suffer anymore."

Rick Pitino

First season: 1989-90

Record in first season: 14-14 (10-8 SEC)

All-time record at UK: 219-50 (81.4%) in eight seasons from 1989-90 through 1996-97

Analysis: Rick Pitino's first team had to deal with sanctions from the end of Sutton's tenure: three years of probation, which included a ban from postseason play for two seasons. Yet Pitino's initial squad clawed together a 14-14 overall record and finished two games above .500 in SEC competition.

That only set the stage for what was to come.

In the six seasons it was eligible for the NCAA Tournament under Pitino, Kentucky went to the Elite Eight, or beyond, five times. The pinnacle: the national title in 1996 , then a national runner-up showing the following season.

Pitino's winning percentage is the second best in UK's record book, trailing Rupp by less than a percentage point.

Orlando 'Tubby' Smith

First season: 1997-98

Record in first season: 35-4 (14-2 SEC)

All-time record at UK: 263-83 (76.0%) in 10 seasons from 1997-98 through 2006-07

Analysis: Aside from going undefeated, it's impossible to outdo Tubby Smith's first season. He piloted Kentucky to the national championship , winning everything else along the way: the SEC East Division title (back when the conference still had divisions in basketball), the league's regular-season championship and the conference tournament crown. The Wildcats ended that season on a 13-game winning streak, erasing a 10-point halftime deficit (41-31) in the national title contest — a record that stood until Kansas' 15-point comeback over North Carolina in 2022 .

Smith never again reached the heights seen during his first season.

Though he averaged more than 26 wins per year in his decade at the helm, Smith didn't return to the Final Four in his final nine seasons, losing in the Elite Eight three times.

Billy Gillispie

First season: 2007-08

Record in first season: 18-13 (12-4 SEC)

All-time record at UK: 40-27 (59.7%) in two seasons from 2007-08 through 2008-09

Analysis: A marriage that simply didn't work out, the Wildcats had multiple lowlights during Billy Gillispie's first season. That included an embarrassing home setback to Gardner-Webb in his second game and a four-game skid — the first time the Wildcats had lost four straight outings since 1989-90 — in December, which saw UK post a 1-5 record in a six-game stretch. Though Kentucky recovered to win nine out of 10 matchups (in January through the end of February) to make the NCAA Tournament, the season ended with back-to-back losses. First to Georgia (in overtime) in the SEC Tournament. Then a one-and-done result in the NCAA Tournament, losing to Marquette in Anaheim, California.

Missing the NCAA Tournament the following season, 2008-09, ended a string of 17 straight appearances for the program. And the Wildcats' 14 losses that season tied for their second most in a campaign (at the time).  Gillispie was fired shortly after the season concluded.

John Calipari

First season: 2009-10

Record in first season: 35-3 (14-2 SEC)

All-time record at UK: 410-123 (76.9%) in 15 seasons from 2009-10 through 2023-24

Analysis: The John Calipari era began with 19 consecutive wins before South Carolina handed UK its first loss in the 2009-10 season. The Wildcats responded by putting together eight more wins before their second setback, by nine points at Tennessee . Those two defeats weren't enough to prevent Kentucky from earning the SEC's regular-season title and the top seed for the conference tournament, which it also went on to win . But the Wildcats' dreams of a Final Four berth — their first since 1998 — went down in flames in the Elite Eight, making only 34.3% (23 for 67) of their field goals, including a paltry 12.5% (4 of 32) from beyond the 3-point line in a 73-66 loss to West Virginia .

UK finally returned to the Final Four the following season , the first of four appearances in a five-year span . The high point was 2012, when Anthony Davis & Co. powered Kentucky to an eighth national championship. But after starting the 2014-15 season 38-0 and adding another Final Four to the program's tally , Calipari didn't lead UK back to the national semifinals again in his final nine seasons in Lexington.

He stepped down as Kentucky's coach April 9. One day later, he was hired in the same capacity at Arkansas .

Reach Kentucky men’s basketball and football reporter Ryan Black at [email protected] and follow him on X at @RyanABlack.

Jose Mourinho makes Cristiano Ronaldo prediction for Euro 2024: 'The coach knows'

Cristiano Ronaldo has been a mainstay of Portugal's team for two decades and Jose Mourinho believes he will still play a role at EURO 2024 as his side challenge for the win

• 21:38, 8 Jun 2024

Jose Mourinho expects Cristiano Ronaldo to have a significant role for Portugal in EURO 2024 this summer, despite his age.

The Al-Nassr striker has enjoyed his highest scoring season since 2015/16 on his way to racking up 50 goals in 51 appearances. At 39 years old, Ronaldo has already notched 128 goals for his national team and is preparing to compete in his 11th tournament.

Roberto Martinez's squad for this summer's competition includes two players who were not born when Ronaldo made his debut. The former Manchester United and Real Madrid superstar is not the oldest player in contention to feature however. Defender Pepe takes that accolade at 41.

Mourinho has no doubts that Ronaldo will play a pivotal role. Even with competition from the likes of Liverpool's Diogo Jota, PSG forward Goncalo Ramos and Joao Felix, the newly-appointed Fenerbahce boss believes Ronaldo will be managed to have an impact.

"The coach knows," said Mourinho. "Cristiano is the one who knows how he feels, what his goals are, how the coach wants to use him, whether to play every minute of every game or protect him in key moments.

"But there’s a lot that goes on inside that gets between them. He has a lot of influence and he will score his goals.

"I don’t believe he will leave the European Championship without goals."

Mourinho also gave his verdict on who could come away victorious this summer. The 61-year-old believes Portugal are among the chief contenders

"I think practically everyone thinks like me," he said. "Portugal, England, France, below them are Germany and Spain."

The ex-Chelsea boss' predicted teams have not had the smoothest of weeks. Portugal lost 2-1 to regular contenders Croatia in a friendly on Saturday evening, while England suffered defeat to Iceland in their final friendly before the tournament.

Germany squeaked past Greece with an 89th-minute winner from Pascal Gross in a 2-1 win. Spain and France should have an easier time against Northern Ireland and Canada respectively in their final games before the tournament begins on Friday.

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The Three Lions are among the favourites to win this summer's Euro 2024 tournament and you can get your hands on the brand new Nike home and away kits before the first whistle.

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