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Dr. Tim Hopper is a Professor in the Faculty of Education at the ̽��ϵ�� whose scholarly work focuses on teacher education, physical and health education (PHE), and applying complexity theory to teaching and learning. A global consultant known for his expertise in game-centered approaches, he has notable international experience, including consulting for the USTA, Singapore PE and Sport national body and delivering keynote presentations on game-based approaches to PHE instruction in various countries.

Research interests

• School integrated teaching education
• Teacher games for understanding (TGfU)
• Digital portfolios and assessment for learning
• Qualitative research methods and genres
• Complexity thinking and education

Selected publications

Alexander, S. A., & Hopper, T. (2025). Climbers’ Insights on the Health Benefits of Their Sport: Combining Photovoice and Confessional Tale Genres. American Journal of Qualitative Research, 9(4), 255–286. 

Hopper, T. (2025). Tennis: Complexity thinking and emergent learning in a play-practice-play approach (Canada). In C. Farias, S. Pill, & L. Griffin, Game-based Approaches in Physical Education (1st ed., pp. 183–197). Routledge. 

Srinivasa Gopalan, S., Skaug, E., Richardson, J., & Hopper, T. (2025). Intergenerational Perspectives From Elite Female Athletes’ Experiences With the Menstrual Cycle: Weaving in Confessional Insights From a Male Researcher With Emerging Co-Researchers. Journal of Contemporary Ethnography, 54(2), 224–251. 

Zondervan, R., & Hopper, T. F. (2024). A case study of promoting equity, inclusion, diversity through emerging decolonizing PHE practices: How do teacher candidates respond? In J. Burke, M. Cacciattolo, & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education. Springer, Switzerland.

Hopper, T. (2024). Dr Tim Tennis—YouTube. In YouTube. 

Sanford, K., Hong, F., Hopper, T. F., & Hinkel, T. (2024). Pedagogically hacking the system: Developing a competency-based digital portfolio. In L. Hill & P. Seitz (Eds.), Assessment of on-line learners: Foundations and applications for teacher education (pp. 187–205). 

Hopper, T., & Rhoades, J. (2023). Biomechanical insights on tennis Canada’s skill fundamental phases: Ecological dynamics, force generation and reading gameplay. International Tennis Federation Coaching and Sport Science Review, 32(91), 18–25. 

Culver, A., & Hopper, T. F. (2023). Inclusive classrooms: A confessional tale on a Métissage. In Education, 28(2), 21–39. 

Hopper, T., & Rhoades, J. (2022a). Part 1—USTA and Tennis Canada learning to play tennis initiatives: Applying ecological dynamics, enactivism and participatory sense-making. Strategies, 35(6), 3–9. 

Hopper, T., & Rhoades, J. (2022b). Part 2—Enactivism and learning to play tennis: Modification-by-adaptation enabling action spaces and nonconscious behavioral mimicry. Strategies, 35(6), 10–19. 

Hopper, T., Fu, H., Sanford, K., & Hinkel, T. (2021). YouTube for Transcribing and Google Drive for Collaborative Coding: Cost-Effective Tools for Collecting and Analyzing Interview Data. The Qualitative Report, 26(3), 861–873. 

van der Mars, H., Hopper, T., Inglis, G., Jáuregui Ulloa, E., López.Taylor, J. R., & González-Villalobos, M. F. (2021). Sport and its education in the USA, Canada and Mexico: Commonalities and differences. In K. Petry & J. de Jong (Eds.), Education in Sport and physical activity: Future directions and global perspectives. Routledge. 

Rhoades, J., & Hopper, T. (2020). Interpersonal Movement Coordination. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of Educational Innovation (pp. 1–5). Springer Singapore. 

Sanford, K., Robertson, K., Hopper, T., Collyer, V., & Lancaster, L. (2020). Link2Practice: A model of ongoing teacher and teacher candidate professional learning. Alberta Journal of Educational Research, 66(3), 325–346. 

Sanford, K., & Hopper, T. (2019). Educational Transformation: The BC Story. Houlihan Publishers eBook.