University of Hertfordshire


  • Andrew Butterworth
  • David Turner
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Original languageEnglish
Pages (from-to)552-562
Number of pages12
JournalReflective Practice
Early online date9 Apr 2014
Publication statusPublished - 3 Sep 2014


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


This is an Accepted Manuscript of an article published by Taylor & Francis Group in Reflective Practice, on 3 September 2014, available online at:

ID: 7084967