Josh Williamson, Ph.D., AFHEA

Ph.D., Exercise Biochemistry and Molecular Biology
Ulster University, 2020
Dissertation: Exercise-Induced DNA Damage: Effects of Hypoxia and Antioxidant Intervention

M.Sc., Sports Nutrition
Ulster University, 2014

B.Sc., Sport and Exercise Sciences
Ulster University, 2013

EXSC 3510 — Physiology of Exercise
Examines the acute physiological responses and chronic adaptations to exercise, integrating skeletal muscle, cardiovascular, respiratory, metabolic, and environmental physiology.

EXSC 3601 — Nutrition, Fitness & Wellness
Explores the relationship between nutrition, physical activity, health, and performance, with an emphasis on evidence-based nutritional practice and practical decision-making.

EXSC 4629 — Exercise Testing & Interpretation
Focuses on the selection, administration, interpretation, and application of exercise and fitness assessments for health, fitness, and performance settings.

Dr. Williamson has also taught courses across undergraduate and graduate levels in sports nutrition, exercise testing and prescription, structural kinesiology, introductory exercise science, clinical physiology, physical activity and public health, and adapted physical education.

• Exercise physiology and exercise biochemistry
• Sports and performance nutrition
• Relative Energy Deficiency in Sport (RED-S) and low energy availability
• Body image and disordered eating in athletic populations
• Exercise testing and prescription
• Oxidative stress, mitochondrial biology, and exercise-induced DNA damage
• Nutrition behavior and culturally responsive nutrition
• Applied sport science and evidence-based practice
• Dr. Williamson has also taught courses across undergraduate and graduate levels in sports nutrition, exercise testing and prescription, structural kinesiology, introductory exercise science, clinical physiology, physical activity and public health, and adapted physical education.

Williamson, J., & Hannah, S. (2026). Body image, disordered eating, and the behavioural pathways to Relative Energy Deficiency in Sport: Evidence for a biopsychosocial model. Sports Health: A Multidisciplinary Approach. Accepted for publication.

Williamson, J. (2025). Mirror reflections and energy deficits: Exploring the role of body image as a predictor of Relative Energy Deficiency in Sport (RED-S). Performance Enhancement & Health. https://doi.org/10.1016/j.peh.2025.100364

Lynch, E., & Williamson, J. (2024). Beyond knowledge: Unveiling the hidden link between body image and dietary intake in elite race walkers at risk of Relative Energy Deficiency in Sport. Nutrition and Health. https://doi.org/10.1177/02601060241307073

Baker, M., Magee, P., & Williamson, J. (2023). Surfboard riders are at risk of low energy availability: A pilot study. Nutrition and Health. https://doi.org/10.1177/02601060231204927

Williamson, J., & Davison, G. (2022). Exercise and DNA damage: Considerations for the nuclear and mitochondrial genome. In J. Cobley & G. Davison (Eds.), Oxidative Eustress in Exercise Physiology. Taylor & Francis.

Williamson, J., Hughes, C. M., Cobley, J. N., & Davison, G. W. (2020). The mitochondrial-targeted antioxidant MitoQ attenuates exercise-induced mitochondrial DNA damage. Redox Biology. https://doi.org/10.1016/j.redox.2020.101673

Dr. Williamson’s teaching philosophy centers on the idea that students learn exercise science most effectively when they are required to use knowledge rather than simply remember it. His courses combine concise, evidence-based instruction with active learning strategies including case studies, collaborative problem-solving, retrieval practice, structured discussion, and the interpretation of real physiological and nutritional data.

A central goal of his teaching is to help students develop the ability to move from scientific evidence to defensible professional decisions. Students are encouraged not only to identify what the evidence suggests, but to explain why, consider the limitations of that evidence, and determine how it should influence practice. This approach is particularly important in exercise science and nutrition, where students will encounter rapidly changing research, conflicting claims, and individuals whose needs cannot always be addressed through a single prescriptive answer.

His teaching also emphasizes an inclusive and supportive learning environment in which students can question assumptions, make mistakes, test ideas, and progressively develop confidence as independent thinkers. Ultimately, his aim is for students to leave the classroom not simply with greater content knowledge, but with the critical-thinking, communication, and applied decision-making skills required to become thoughtful exercise and health professionals.