Becoming a performance analyst: autoethnographic reflections on agency, and facilitated transformational growth

2.50
Hdl Handle:
http://hdl.handle.net/10545/620651
Title:
Becoming a performance analyst: autoethnographic reflections on agency, and facilitated transformational growth
Authors:
Butterworth, Andrew D.; Turner, David J.
Abstract:
This paper features an autoethnographic approach in presenting and reflecting upon the story of one higher education student's rapid vocational and academic transformation. Initially an inconspicuous undergraduate student, Andrew experienced an accelerated development that catapulted him to working in elite sport performance analysis (PA) environments, within a year. PA is a sub-discipline of sports coaching that involves using the latest technological advances to influence sporting performance, through the objective analysis of performance data. This autoethnographic piece is partly Andrew’s personal reflection upon that journey towards his newfound profession, which initially grew out of his experience of a generic sports degree at a university. Through stepping out of his comfort zone, and analysing sports previously unknown to him, extraordinary progress was made, and various vocational and academic opportunities arose. The initial catalyst for this developmental journey was facilitated by coaching lecturer David, who reflects upon how Andrew’s story links to his own educational philosophies. Andrew and David explore what these stories might mean to them personally, including potential links to the metaphor of learning as becoming, and notions around the concepts of learner agency, and educational facilitation. The paper ends by exploring the theoretical frameworks that guided this paper’s structure and focus.
Affiliation:
University of Derby
Citation:
Butterworth, A. and Turner, D. (2014) 'Becoming a performance analyst: autoethnographic reflections on agency, and facilitated transformational growth' Reflective Practice, 15 (5):552 .
Publisher:
Taylor and Francis
Journal:
Reflective Practice
Issue Date:
9-Apr-2014
URI:
http://hdl.handle.net/10545/620651
DOI:
10.1080/14623943.2014.900014
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/14623943.2014.900014; http://www.tandfonline.com/toc/crep20/current
Type:
Article
Language:
en
ISSN:
1462-3943; 1470-1103
Appears in Collections:
Department of Life Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorButterworth, Andrew D.en
dc.contributor.authorTurner, David J.en
dc.date.accessioned2016-10-22T10:49:38Z-
dc.date.available2016-10-22T10:49:38Z-
dc.date.issued2014-04-09-
dc.identifier.citationButterworth, A. and Turner, D. (2014) 'Becoming a performance analyst: autoethnographic reflections on agency, and facilitated transformational growth' Reflective Practice, 15 (5):552 .en
dc.identifier.issn1462-3943-
dc.identifier.issn1470-1103-
dc.identifier.doi10.1080/14623943.2014.900014-
dc.identifier.urihttp://hdl.handle.net/10545/620651-
dc.description.abstractThis paper features an autoethnographic approach in presenting and reflecting upon the story of one higher education student's rapid vocational and academic transformation. Initially an inconspicuous undergraduate student, Andrew experienced an accelerated development that catapulted him to working in elite sport performance analysis (PA) environments, within a year. PA is a sub-discipline of sports coaching that involves using the latest technological advances to influence sporting performance, through the objective analysis of performance data. This autoethnographic piece is partly Andrew’s personal reflection upon that journey towards his newfound profession, which initially grew out of his experience of a generic sports degree at a university. Through stepping out of his comfort zone, and analysing sports previously unknown to him, extraordinary progress was made, and various vocational and academic opportunities arose. The initial catalyst for this developmental journey was facilitated by coaching lecturer David, who reflects upon how Andrew’s story links to his own educational philosophies. Andrew and David explore what these stories might mean to them personally, including potential links to the metaphor of learning as becoming, and notions around the concepts of learner agency, and educational facilitation. The paper ends by exploring the theoretical frameworks that guided this paper’s structure and focus.en
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/14623943.2014.900014en
dc.relation.urlhttp://www.tandfonline.com/toc/crep20/currenten
dc.rightsArchived with thanks to Reflective Practiceen
dc.subjectAutoethnographyen
dc.subjectAccelerated developmenten
dc.subjectPerformance analysisen
dc.subjectLearning as becomingen
dc.subjectTransformationen
dc.subjectAgencyen
dc.subjectFacilitationen
dc.titleBecoming a performance analyst: autoethnographic reflections on agency, and facilitated transformational growthen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalReflective Practiceen
All Items in UDORA are protected by copyright, with all rights reserved, unless otherwise indicated.