Kathryn Banfield

469 total citations
13 papers, 339 citations indexed

About

Kathryn Banfield is a scholar working on Developmental and Educational Psychology, Public Health, Environmental and Occupational Health and Physiology. According to data from OpenAlex, Kathryn Banfield has authored 13 papers receiving a total of 339 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Developmental and Educational Psychology, 7 papers in Public Health, Environmental and Occupational Health and 7 papers in Physiology. Recurrent topics in Kathryn Banfield's work include Children's Physical and Motor Development (9 papers), Obesity, Physical Activity, Diet (7 papers) and Physical Activity and Health (7 papers). Kathryn Banfield is often cited by papers focused on Children's Physical and Motor Development (9 papers), Obesity, Physical Activity, Diet (7 papers) and Physical Activity and Health (7 papers). Kathryn Banfield collaborates with scholars based in United Kingdom. Kathryn Banfield's co-authors include M. J. Edwards, Simon J. Sebire, Russell Jago, Peter S Blair, Jane Powell, Emma Bird, Joanna Kesten, Tom May, Ruth Kipping and William Hollingworth and has published in prestigious journals such as SHILAP Revista de lepidopterología, BMC Public Health and International Journal of Behavioral Nutrition and Physical Activity.

In The Last Decade

Kathryn Banfield

13 papers receiving 336 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Kathryn Banfield United Kingdom 10 167 160 144 83 72 13 339
Patrick Odnokon Canada 7 193 1.2× 151 0.9× 111 0.8× 107 1.3× 68 0.9× 9 387
Michal Kudláček Czechia 10 218 1.3× 191 1.2× 148 1.0× 61 0.7× 24 0.3× 31 398
Alejandro César Martínez Baena Spain 9 103 0.6× 80 0.5× 131 0.9× 111 1.3× 20 0.3× 42 304
Knut Løndal Norway 11 101 0.6× 62 0.4× 54 0.4× 65 0.8× 29 0.4× 34 300
Hanna Nałęcz Poland 12 166 1.0× 101 0.6× 60 0.4× 46 0.6× 22 0.3× 33 315
Peggy Cheung Hong Kong 9 81 0.5× 64 0.4× 97 0.7× 41 0.5× 22 0.3× 18 238
Geir Kåre Resaland Norway 7 118 0.7× 85 0.5× 148 1.0× 26 0.3× 14 0.2× 10 264
Toni M. O’Donovan United Kingdom 11 153 0.9× 118 0.7× 145 1.0× 183 2.2× 54 0.8× 13 501
Pål Lagestad Norway 14 112 0.7× 102 0.6× 155 1.1× 114 1.4× 11 0.2× 75 473
Megan Perdew Canada 6 188 1.1× 105 0.7× 93 0.6× 13 0.2× 41 0.6× 7 313

Countries citing papers authored by Kathryn Banfield

Since Specialization
Citations

This map shows the geographic impact of Kathryn Banfield's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kathryn Banfield with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kathryn Banfield more than expected).

Fields of papers citing papers by Kathryn Banfield

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kathryn Banfield. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kathryn Banfield. The network helps show where Kathryn Banfield may publish in the future.

Co-authorship network of co-authors of Kathryn Banfield

This figure shows the co-authorship network connecting the top 25 collaborators of Kathryn Banfield. A scholar is included among the top collaborators of Kathryn Banfield based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kathryn Banfield. Kathryn Banfield is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

13 of 13 papers shown
1.
Sebire, Simon J., Kathryn Banfield, Rona Campbell, et al.. (2019). A peer-led physical activity intervention in schools for adolescent girls: a feasibility RCT. SHILAP Revista de lepidopterología. 7(16). 1–178. 5 indexed citations
2.
Sebire, Simon J., Kathryn Banfield, Russell Jago, et al.. (2019). A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls). BMC Public Health. 19(1). 1203–1203. 26 indexed citations
3.
Sebire, Simon J., Russell Jago, Kathryn Banfield, et al.. (2018). Results of a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A). International Journal of Behavioral Nutrition and Physical Activity. 15(1). 50–50. 54 indexed citations
4.
Sebire, Simon J., M. J. Edwards, Joanna Kesten, et al.. (2016). Process evaluation of the Bristol girls dance project. BMC Public Health. 16(1). 349–349. 19 indexed citations
5.
Jago, Russell, M. J. Edwards, Simon J. Sebire, et al.. (2016). Bristol Girls Dance Project: a cluster randomised controlled trial of an after-school dance programme to increase physical activity among 11- to 12-year-old girls. SHILAP Revista de lepidopterología. 4(6). 1–176. 14 indexed citations
6.
Sebire, Simon J., Joanna Kesten, M. J. Edwards, et al.. (2016). Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project. Psychology of sport and exercise. 24. 100–110. 38 indexed citations
7.
Sebire, Simon J., M. J. Edwards, Rona Campbell, et al.. (2016). Protocol for a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A). Pilot and Feasibility Studies. 2(1). 2–2. 28 indexed citations
8.
Sebire, Simon J., M. J. Edwards, Rona Campbell, et al.. (2016). Update to a protocol for a feasibility cluster randomised controlled trial of a peer-led school-based intervention to increase the physical activity of adolescent girls (PLAN-A). Pilot and Feasibility Studies. 2(1). 68–68. 8 indexed citations
9.
Sebire, Simon J., M. J. Edwards, Kenneth R Fox, et al.. (2016). Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30. Journal of Sport and Exercise Psychology. 38(4). 381–395. 19 indexed citations
10.
Jago, Russell, M. J. Edwards, Simon J. Sebire, et al.. (2015). Effect and cost of an after-school dance programme on the physical activity of 11–12 year old girls: The Bristol Girls Dance Project, a school-based cluster randomised controlled trial. International Journal of Behavioral Nutrition and Physical Activity. 12(1). 128–128. 70 indexed citations
11.
Jago, Russell, Simon J. Sebire, Lesley Wood, et al.. (2015). Increasing children’s physical activity through a teaching-assistant led extracurricular intervention: process evaluation of the action 3:30 randomised feasibility trial. BMC Public Health. 15(1). 156–156. 18 indexed citations
12.
Jago, Russell, Lesley Wood, Simon J. Sebire, et al.. (2014). School travel mode, parenting practices and physical activity among UK Year 5 and 6 children. BMC Public Health. 14(1). 370–370. 7 indexed citations
13.
Jago, Russell, Simon J. Sebire, Lesley Wood, et al.. (2014). Randomised feasibility trial of a teaching assistant led extracurricular physical activity intervention for 9 to 11 year olds: Action 3:30. International Journal of Behavioral Nutrition and Physical Activity. 11(1). 114–114. 33 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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