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Hazel's undergraduate studies were completed at Chichester Institute of Higher Education culminating in a BSc (Hons) in Sport Studies, awarded by the University of Southampton. The institute then gained the status of University College and Hazel obtained an MSc in Sport and Exercise Science, completing a physiology pathway. From Chichester she transferred to Canterbury Christ Church University in order to undertake research into the myogenic and neurogenic constraints to increasing joint range of motion. From this research position she then transferred onto the lecturing staff in order to become field leader in Biomechanics and Movement Analysis, within the department of Sport Science, Tourism & Leisure. At this time she registered with British Gymnastics as a practising coach educator. Alongside this she undertook a Postgraduate Certificate in Learning and Teaching which has led to research interests within higher education. 

Hazel joined the University of Southampton in 2004, teaching biomechanics and research methods (sport, education and psychology). At this time she undertook a PhD investigating the expectations and perceptions of undergraduate students studying sport degrees, focussing on the student experience. In 2013 she transferred to the Faculty of Health Sciences and focussed on teaching quantitative methods to postgraduate students but in 2014 returned to her home subject and took up a position within the University of Winchester to undertake teaching and research in the science of sport coaching. She became the Programme Leader for the Coaching degrees in 2015, and in 2017 became the Head of Department.  She is now the Head of School (School of Sport, Health and Community).  Hazel holds a variety of research interests and has published in sport coaching, executive coaching, wellbeing and education. 

Alongside her academic life, Hazel has been involved in scientific support to athletic performers in football, cycling, gymnastics and trampolining. For many years she worked as a gymnastics coach, specialising in female artistic gymnastics but with experience in general gymnastics and pre-school gymnastics. 

Higher Education Teaching Qualification

Higher Education Academy Senior Fellowship (SFHEA)


  • Gennings, E.K., Brown, H.J. & Hewlett, D. (2021) Constructing a definition: adolescent wellbeing from  the perspective of the child and expert.  International Journal of Wellbeing, 11(1), 69-88. DOI: https://doi.org/10.5502/ijw.v11i1.1461
  • Smith, S.M., Cotterill, S.T. & Brown, H. (2020) An interpretive phenomenological analysis of coach perceptions in the practice environment.  The Sport Psychologist 34(4), 257-267.  DOI: https://doi.org/10.1123/tsp.2020-0021 
  • Smith, S.M., Cotterill, S.T. & Brown, H. (2019) A Case Study of Factors Influencing Performance in the Practice Environment.  Case Studies in Sport and Exercise Psychology 3(1), 33-40.  DOI: https://doi.org/10.1123/cssep.2019-0004
  • Stewart T. Cotterill & H Brown (2018): An exploration of the perceived health, life skill and academic benefits of dinghy sailing for 9-13-year-old school children, Journal of Adventure Education and Outdoor Learning, DOI: 10.1080/14729679.2018.1424001
  • Brown, H. (2017) Executive Report: The State of Play in European Coaching & Mentoring.Henley Business School & EMCC International 
  • Bhopal, K. & Brown, H. (2016) Black and minority ethnic leaders: support networks and strategies for success. London: Leadership Foundation for Higher Education [pending].
  • Bhopal, K., Brown, H. & Jackson, J. (2016) BME academic flight from UK to overseas higher education: aspects of marginalisation and exclusion. British Educational Research Journal, 42 (2), 240-257.
  •  Bhopal, K., Brown, H. & Jackson, J. (2015) Academic Flight: how to encourage black and minority ethnic academics to stay in UK Higher Education.  Equality Challenge Unit, UK. 
  • Humphrey, R. & Brown, H. (2010) An evaluation of the Active Options Exercise Referral Scheme. Southampton Primary Care Trust.
  • Byrne, J., Brown, H. and Challen, D. (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development, 15, (3), 215-228
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