Matthew is qualified to teach in the lifelong learning sector. He is keen to pass on his knowledge and passion of psychology to anyone who is interested in learning. He has a number of teaching experiences and beleives good teaching evolves from a passion for knowledge. He is keen to transfer his knowledge to others.
November 2015 - Present. Lecturer in Sport and Exercise Psychology
March 2015 - Present. Sport Science (psychology) Tutor - The Pro Golf Association (PGA)/ The University of Birmingham.
Jan 2015 - Present. Associate Lecturer in Psychology - The University of Northampton
Sept 2014 - 2015. Support Tutor. The University of Greenwich.
Sept 2013- Sept 2014 Tutor in Psychology, Bexley Adult Education College.
Guest Teaching and Lecturing
Undergraduate Lecture, A week in the life of a sport psychologist (2015) Canterbury Christ Church University, Canterbury.
Motivation to Perform (2014), Charles Darwin School, Greater London.
Undergraduate Lectures (2013 ), The University of Northampton,Northamptonshire.
Experiences of Early Consultancy (2013), Jonothan Katz and Brian Hemmings' Peer Supervision group, Rugby
Controlling the Monkey Brain (2013), Trinity School of John Whitgift, Greater London.
Pre-Performance Routines (2013), Trinity School of John Whitgift, Greater London.
Matthew strives to keep at the forefront of academic and consultancy research. In order to do this Matthew is research active. He conducts his own research to publish in international journals. He also presents at international conferences.
Maunder, R. E., Mjali, S. & Cunliffe, M. (2010, July). Exploring transition in HE for first and second year undergraduate psychology students: the role of expectations, personal growth and social identity in shaping experiences. Paper presented at 2nd Annual AimHigher West Yorkshire Symposium 'What is Transition?', University of Leeds,
Maunder, R. E., Cunliffe, M. & Mjali, S. (2010, July). Transition experiences in HE: the role of expectations, social identity and personal growth. Poster presented at 2nd Annual AimHigher West Yorkshire Symposium 'What is Transition?', University of Leeds.
Maunder, R. E., Cunliffe, M. & Mjali, S. (2010, May). Transitions in higher education: what we think, what we expect and what we get. Poster presented at Learning Dialogues conference, University of Northampton.
Maunder, R.E, Cunliffe, M., Mjali, S. & Rogers, J. (2012). Listening to student voices: Student researchers exploring undergraduate experiences of university transition. Higher Education. DOI 10.1007/s10734-012-9595-3, Print ISSN: 0018-1560, Online ISSN: 1573-174X.
Abstract: This exploratory study presents a different approach to studying transition by involving students as researchers. The aim was to investigate how students talked about their experiences of transition in university. Nineteen first and second year undergraduate psychology students participated in focus groups and semi-structured interviews, conducted by student researchers, to provide in-depth accounts of their transition experiences. Findings showed that students held internal images about university, shaped through cultural experience, which were used to form expectations and interpret experiences. Social relationships were crucial, with the formation of groups facilitating adjustment in an unfamiliar environment. Students also described how negotiating transition contributed to personal changes. The research emphasises the salience of sociocultural factors in transition, and the relationship between transition and identity. Additionally, the value of including students as researchers to provide authentic access to student voices is highlighted.
Current Research Interests
Matthews current research interests include the psychology of sport injury and the professional development of trainee psychologists in various disciplines. .
Sport Injury Research
Cunliffe, M. (2013, Dec). The coaches’ role in athlete injury rehabilitation: The athletes’ perspective. Poster presented at DSEP conference. Manchester.
Abstract: The purpose of this study is to explore athletes’ perceptions of their coaches’ involvement in sport injury rehabilitation, the behaviours that create a positive and negative environment and how the athlete would prefer the coach to behave. Four student athletes over the age of eighteen were interviewed using semi-structured interviews about their experiences of injury and their perceptions of their coaches’ behaviours that aid or hinder their rehabilitation. Thematic analysis was used to analyse the data and identified four key themes; Coaches’ soft skills; Communication and trust, Relationship Dyads and Athlete responsibilities. Findings showed the coaches’ use of empathy, understanding and effective communication skills helped athletes to maintain motivation to rehabilitate. The communication and trust between an athlete and coach is volatile and can be upset due to lack of knowledge by both parties about the injury. It is recommended that the three relationship dyads identified are combined to make one relationship triad of the coach, physiotherapist and athlete to give the athlete more ideas on how to most effectively train and rehabilitate with an injury.
Cunliffe, M., & Walker N. (In Editing). Exploring perceived social support in injury rehabilitation given by coaches and strength and conditioning coaches through their own and the athlete’s experience.
Abstract: This study attempts to use the social support medium presented in the integrated model of psychological response to the sport injury and rehabilitation process (Wiese-Bjornstal et al 1998) to explore the social support given by strength and conditioning coaches and technical coaches through their own experiences and that of athletes. Qualitative interviews of three athletes, two technical coaches and two strength and conditioning coaches of varying sports revealed that care, communication and trust, and knowing the athlete were perceived by all participants as being important when rehabilitating injured athletes. The findings suggest that athletes often turn to coaches and strength and conditioning coaches for practical ways in which to rehabilitate and for social support when facing the perceived stress of injury. The findings also suggest that negative communication between the athlete and coach can be detrimental to the trust an athlete has of his/her coach suggesting there is a link between communication and trust. Findings are discussed in relationship to the relevant injury literature and suggestions for further research are presented.