Gregory

An experienced and internationally recognised sports lawyer and University course leader. Described as a leading sports lawyer with expertise in anti-doping litigation and experience in representing high-profile sport personalities before the Court of Arbitration for Sport (CAS) and FIFA's Dispute Resolution Chamber (DRC).

Tutoring Experience

I have 22 years of teaching experience in higher education and I am a Fellow of the Higher Education Academy. I have taught as a Senior Lecturer in Law at several UK Universities and I have created innovative courses on Sports Law and Legal Skills, with emphasis on holistic/clinical education. I currently lead a unique on-line Master's Programme in International Sports Law in Practice. I am also an academic associate at Kings Chambers in Manchester, a resident author at the Solicitors Journal and an editor at the World Sport Advocate.

Tutoring Approach

My involvement in teaching, at both undergraduate and post-graduate levels and my research and practice in different disciplines of law, has helped me to develop a variety of teaching and learning strategies and techniques. Ultimately, these techniques and strategies correspond to a successful interaction of theory and practice. Such approach, it is submitted, encourages interaction between students and teachers and also helps the students to develop their analytical skills of reasoning and persuasion. Diversity in teaching is also important for the development of effective and appropriate learning techniques and strategies. For example, the clinical/holistic approach, is designed to develop excellence in learning and teaching. For the purposes of legal education, this strategy is primarily based on the “problem solving” methods. Students are required to apply their legal knowledge on hypothetical scenarios and therefore engage in the practical development of the theories. This, as a result, helps students to develop and expand their powers of reasoning, analysis and persuasion, and therefore, develop the necessary lawyering skills. It also increases the confidence of students in terms of knowledge and public speaking. An additional element here provides me with the opportunity to identify the students’ weaknesses and therefore provide them with personal guidance and help.

Feedback is also seen as an integral part of effective teaching and learning. I believe such feedback needs to be informative, effective and prompt. I usually aim to return work within 48 hours. I also try to ensure this is as detailed as possible considering not only content but also style, structure, appropriateness etc. This provides not only an effective academic service, but also a confidence building, one in terms of confirmation that they are on the right lines. I also positively encourage students to obtain feedback. It is my view that this should not only be done where a piece of work has not gone as well as hoped/expected but also where the student has achieved a mark better than expected. This enables them to take good practice, reflect upon it and develop this for subsequent work.