Instructing riders is a complex task. The riding teacher needs to pay attention to both horse and rider, give instructions, and structure the lesson. The aim of this project was to investigate riding teachers’ instructions of transitions. The study included five riders and two teachers in Sweden and in Norway, two lessons per rider (40 in total). Riding teachers were interviewed regarding their teaching, and riders regarding their understanding of the instructions and the horse’s movements. Lessons were video recorded and qualitative analysis was combined with measurements of horse and rider movements and rein tension. It was found that riding teachers have influence on the movement pattern of the horses and riders, as well as rein tension levels. Further, the results highlight the importance of lesson planning to optimise communication between horse and rider. Reflection and feedback on the effects of different choices could be supportive to riding teacher’s professional development.
Att instruera ryttare är komplext eftersom ridläraren samtidigt måste vara uppmärksam på både häst och ryttare, instruera och strukturera lektionen. Syftet med projektet var att studera hur ridlärare instruerar ryttaren under övergångar. Studien inkluderade tio ryttare, fem i Sverige och fem i Norge, som red två hästar var för två olika ridlärare (40 lektioner). Ridlärarna intervjuades om sin undervisning, och ryttarna om sin förståelse av instruktionerna samt hur de uppfattade hästarnas rörelser. Lektionerna videofilmades, och kvalitativ analys kombinerades med objektiv mätning av hästens och ryttarens rörelsemönster samt tygelspänning. Resultaten visar på systematiska skillnader i hästarnas och ryttarnas rörelsemönster och nivå av tygelspänning mellan ridlärare. Det tyder på att lektionsplanering kan påverka kommunikationen mellan häst och ryttare. Ökad reflektion och feedback på hur olika lektionsupplägg påverkar häst och ryttare kan stärka ridlärares kompetensutveckling.
The riders rode lessons with both riding teachers from the same country, but on different days (one week apart in Sweden, two days apart in Norway). Each rider rode two horses each day (40 lessons in total in the study), one horse they usually ride and one horse that they had ridden once or twice at the most. The unfamiliar horse was ridden regularly by one of the other riders. Hence, the design was a partial crossover with one arm for each country. During each riding lesson, the riders were asked to perform transitions between walk and trot, and between trot and canter. The teachers were asked to instruct the riders as they would during any normal lesson. The lessons were audio and video-recorded (using two cameras, one at the long side capturing a side view and at the corner capturing a frontal/rear view). Synchronised measurements of horse and rider movements were obtained using an inertial measurement unit (IMU) system, (EquiMoves, sampling rate 200 Hz), and rein tension were obtained using calibrated rein tension meters (with Forsentek FSSM-500N load cells, measuring range 0-500 N, sampling rate 100 Hz).The riders rode lessons with both riding teachers from the same country, but on different days (one week apart in Sweden, two days apart in Norway). Each rider rode two horses each day (40 lessons in total in the
study), one horse they usually ride and one horse that they had ridden once or twice at the most. The unfamiliar horse was ridden regularly by one of the other riders. Hence, the design was a partial crossover with one arm for each country.
During each riding lesson, the riders were asked to perform transitions between walk and trot, and between trot and canter. The teachers were asked to instruct the riders as they would during any normal lesson. The lessons were audio and video-recorded (using two cameras, one at the long side capturing a side view and at the corner capturing a frontal/rear view). Synchronised measurements of horse and rider movements were obtained using an inertial measurement unit (IMU) system, (EquiMoves, sampling rate 200 Hz), and rein tension were obtained using calibrated rein tension meters (with Forsentek FSSM-500N load cells, measuring range 0-500 N, sampling rate 100 Hz).
Varje ryttare red två lektioner för varje lärare (40 lektioner totalt). Ridlärarna intervjuades om sin undervisning, och ryttarna om sin förståelse av instruktionerna samt hur de uppfattade hästarnas rörelser. Lektionerna videofilmades och kvalitativ analys kombinerades med objektiv mätning av hästens och ryttarens rörelsemönster samt tygelspänning.Varje ryttare red två lektioner för varje lärare (40 lektioner totalt). Ridlärarna intervjuades om sin undervisning, och ryttarna om sin förståelse av instruktionerna samt hur de uppfattade hästarnas rörelser. Lektionerna videofilmades och kvalitativ analys kombinerades med objektiv mätning av hästens och ryttarens rörelsemönster samt tygelspänning.
Non-probability: AvailabilityNon-probability: Availability
Icke-sannolikhetsurval: tillgänglighetsurvalIcke-sannolikhetsurval: tillgänglighetsurval
