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Topic

An Autoethnographical Study of a Graduate Kinesiology Program: A Work in Progress

School of Exercise Science, Physical and Health Education

Date & location

• Friday, September 19, 2025
• 9:00 A.M.
• McKinnon Building, Room 092

Examining Committee

Supervisory Committee

• Dr. Tim Hopper, School of Exercise Science, Physical and Health Education, University of Victoria (Supervisor)
• Dr. Nevin Harper, School of Exercise Science, Physical and Health Education, UVic (Member)
• Dr. Todd Milford, Department of Curriculum and Instruction, UVic (Outside Member)

External Examiner

• Dr. Anthony Clarke, Department of Curriculum and Pedagogy, University of British Columbia

Chair of Oral Examination

• Dr. Shailoo Bedi, Department of Educational Psychology and Leadership Studies, UVic

Abstract

This PhD dissertation, An Autoethnographical Study of Kinesiology: A Work in Progress is presented as a personal transformative journey undertaken by John Buxcey, a silver scholar in a kinesiology program at the University of Victoria. The study applies currere methodology, which provides a continuously overlapping structured framework that prompts an in-depth self-reflective account of the graduate education experience. This methodology enables the researcher to adopt four distinctive observer moments – regressive, progressive, analytical, and synthetical – to reveal underlying shifts in perception and interpretation and to realise the non-linear nature of knowledge creation. The dissertation explores the dynamic evolution of Graduate Student Identity (GSI) and Professional Development (PD), particularly in the context of the disorienting and challenging period of the COVID-19 pandemic. The pandemic necessitated a radical shift from the original physical literacy research, which was compromised by restricted access to schools and students due to isolation policies and a supervising professor's retirement. To navigate these limitations, the study embraced autoethnography, a qualitative method exploring an individual's unique lived experiences in relation to social and cultural institutions, utilizing personal storytelling to examine and reflect upon cultural beliefs and practices, especially within the kinesiology program. Kinesiology, as a discipline, has historically emphasized quantitative and empirical research, making this autoethnographic approach relatively rare within the field. This dissertation makes a significant contribution through its intentional use of self-reflective methodology, fostering a deeply engaged learning experience and offering a more nuanced exploration of the connection between purpose and pedagogy in academic discourse. It adopts various forms of representation to influence the opening of new safe spaces for inquiry and presentation. By sharing lived experience, the study expands knowledge creation practices in higher education and offers an authentic, insightful representation of graduate studies, particularly for mature students balancing diverse commitments. The dissertation also challenges hegemonic research approaches and historical colonial procedures, fostering critical self-awareness and professional agency, and demonstrating transformative educational practices.