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Instructing equestrian feel: on the art of teaching embodied knowledge
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Department of Anatomy, Physiology and Biochemistry, Division of Equine Studies, Swedish University of Agricultural Sciences.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0003-4769-4479
(English)Manuscript (preprint) (Other academic)
Abstract [en]

This study explores the instruction of equestrian feel as an interactional accomplishment. Equestrian feel is an embodied knowledge encompassing riders’ ability to feel the horse’s actions and to act appropriately. Building on ethnomethodological and conversation analytic analyses of video-recordings of riding lessons, we explore how equestrian feel is instructed in interaction between riding teachers and students. The results show how teachers use verbal resources, e.g. metaphors and similes, to describe embodied feel, as well as perceptual resources that are made relevant by orienting to the horse’s body as a semiotic field. Moreover, the teachers produce online instructions in the shape of directives, metaphorical vocal descriptions, and embodied demonstrations, thus molding the equipage by bringing attention to different aspects that together shape an embodied experience. In all, the study sheds light on communicative practices during riding lessons and on the interactional work involved in the art of instructing embodied knowledge.

Keywords [en]
embodied knowledge, equestrian feel, ethnomethodological conversation analysis, instruction, molding, multimodality
National Category
Social Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-406226OAI: oai:DiVA.org:uu-406226DiVA, id: diva2:1412344
Available from: 2020-03-05 Created: 2020-03-05 Last updated: 2020-03-05
In thesis
1. Konsten att undervisa ryttare: En studie om ridlärares pedagogiska praktik
Open this publication in new window or tab >>Konsten att undervisa ryttare: En studie om ridlärares pedagogiska praktik
2020 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
The art of teaching riders – a study about riding teachers’ pedagogical practice
Abstract [en]

This thesis concerns how riding teachers’ reflect upon their teaching and how they teach. The overall aim of the thesis is to contribute with knowledge about how riding lessons are organized, regarding both the accomplishment of lessons as activity systems and the interactional organization of instructional work. Horseback riding can be understood as an embodied and practical knowledge, and includes communication and collaboration between horse and rider, sometimes referred to as equestrian feel (Dashper, 2016). Two different theoretical perspectives were applied to explore how such knowledge is taught. Activity theory (Engeström, 1987) was used to analyze interviews with and observations of ten riding teachers about their understanding and implementation of their pedagogical practice. Teachers’ and students’ interactions during riding lessons were examined using an ethnomethodological and conversation analytic approach (Goodwin, 2000; Schegloff, 1996). The analyses were based on video-recordings of ten group lessons and 40 one-on-one riding lessons.

The results show that riding lessons can be conceptualized as activity systems where the focus of teaching constantly changes; from horse to student to routine. Traditions and safety regulations are shown to generate contradictions that may hinder the teachers from developing their teaching. However, the teachers express a wish to use more student collaborative methods, and display an intention to communicate with students about equestrian feel. Another result unveils how the teacher and the individual students, within the mobile context of riding lessons, make instructional sequences possible by co-creating instructional spaces. A third result illuminates the participants’ collaborative work to make equestrian feel available for instruction. The teacher molds equestrian feel through online instructions, i.e., instructions produced during the students’ active riding. These instructions shift focus between the students’ seat and influence, the horse’s actions and the student’s embodied feel. Moreover, the teachers are shown to use visual, verbal and embodied resources as they interpret equestrian feel for the student. In sum, the studies shed light on the complex art of teaching practical and embodied knowledge of riding.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2020. p. 97
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 18
Keywords
activity theory, ethnomethodological conversation analysis, instruction, multimodal interaction, mobility, pedagogical practice, riding teacher, riding lesson
National Category
Social Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-406227 (URN)978-91-513-0892-0 (ISBN)
Public defence
2020-04-24, Eva Netzelius 10:K102, Blåsenhus, von Kraemers Allé 1, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2020-04-03 Created: 2020-03-05 Last updated: 2020-04-03

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Melander Bowden, Helen

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