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dc.contributor.authorButterworth, Andrew
dc.contributor.authorTurner, David
dc.date.accessioned2016-02-01T00:04:17Z
dc.date.available2016-02-01T00:04:17Z
dc.date.issued2014-09-03
dc.identifier.citationButterworth , A & Turner , D 2014 , ' Becoming a Performance Analyst : Autoethnographic Reflections on Agency, and Facilitated Transformational Growth ' , Reflective Practice , vol. 15 , no. 5 , pp. 552-562 . https://doi.org/10.1080/14623943.2014.900014
dc.identifier.issn1462-3943
dc.identifier.otherPURE: 7084967
dc.identifier.otherPURE UUID: 1ed38efc-685c-4a47-b0b0-b6d518aff120
dc.identifier.otherScopus: 84912025628
dc.identifier.otherORCID: /0000-0002-0789-3601/work/33117622
dc.identifier.urihttp://hdl.handle.net/2299/16569
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Reflective Practice, on 3 September 2014, available online at: http://dx.doi.org/10.1080/14623943.2014.900014.
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 focusen
dc.format.extent12
dc.language.isoeng
dc.relation.ispartofReflective Practice
dc.titleBecoming a Performance Analyst : Autoethnographic Reflections on Agency, and Facilitated Transformational Growthen
dc.contributor.institutionDepartment of Human and Environmental Sciences
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionSports Sciences
dc.contributor.institutionAgriculture, Food and Veterinary Sciences
dc.contributor.institutionPsychology of Movement
dc.contributor.institutionSport, Health and Exercise
dc.contributor.institutionApplied Coaching and Leadership
dc.description.statusPeer reviewed
dc.date.embargoedUntil2015-10-09
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/14623943.2014.900014
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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