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The Relational Positioning of Equestrian Sports Pedagogy As a Unique and Specialist Variant of Sports Pedagogy

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The Relational Positioning of Equestrian Sports Pedagogy As a Unique and Specialist Variant of Sports Pedagogy THE RELATIONAL POSITIONING OF EQUESTRIAN SPORTS PEDAGOGY AS A UNIQUE AND SPECIALIST VARIANT OF SPORTS PEDAGOGY A Thesis submitted by Cristine Anne Hall, MRurSysMan For the award of Doctor of Philosophy 2016 Thesis Abstract Equestrian coaches offer their specialist knowledge and expertise in developing many successful partnerships between people and horses in a range of equestrian sports, from junior events at the local Pony Club to the Olympic Games. However, the ways in which coaches contribute to these equestrian successes through their teaching have not been widely researched. This thesis explores how equestrian coaches teach by examining their teaching perceptions, observing their teaching actions, and identifying the role of the horse in their teaching. This is an important topic because there is an independently responsive horse to consider in equestrian sports, which is not a factor present in other sports. New knowledge generated by this research has the potential to advance our understanding of the complex interactions that occur between the coach, student, and horse triad, and to assist in developing appropriate coach education resources and programs in equestrian sports. The literature review shows that there was minimal research regarding teaching by equestrian coaches, so three research questions were designed to build on existing knowledge about how other sports coaches teach and how people and horses connect. A conceptual lens of Equestrian Sports Pedagogy (ESP), which represents the interactions between the coach, student, and horse, was created to guide the research. A three-stage mixed methods research design was implemented using a Survey questionnaire (N=92), Researcher observations (N=12+2), and Participant interviews (N=8). The teaching styles that equestrian coaches believe they use, and that were observed using in practice, were identified by using the theoretical framework of Mosston and Ashworth’s (2008) Spectrum of Teaching Styles. How the horse impacts on equestrian coaches’ teaching was also explored. Both quantitative and qualitative methods of data collection and analysis were used to address the diversity of these research questions. Two major findings are reported. The first came from the identification of a clear discrepancy between how the equestrian coaches perceive they teach, and how they were observed to teach in practice. Participants nominated three predominant Spectrum teaching styles: Styles A (Command), B (Practice), and F (Guided Discovery). However, only Styles A and B were observed in their teaching activities. Therefore, the results suggest that equestrian coaches are only teaching known, rather ii than new, knowledge. This is a similar discrepancy to that found by Hewitt (2015) in teaching tennis, suggesting that a divergence of teaching beliefs to observed practice is not restricted to equestrian sports. Additionally, the horse has no apparent influence on equestrian coaches’ choice of Spectrum teaching styles, as related to coach and student interactions. However, the second major finding was that the horse does contribute to how equestrian coaches teach, and that they play a significant pedagogical role in equestrian sports. Their contributions are unique to coaching equestrian sports. Overall, these two major findings suggest that ESP can be considered both the same/similar and different to the pedagogy found in other sports. Thus, identifying the differences has helped to relationally position ESP as a specialist variant of sports pedagogy. The overall findings mean that when teaching equestrian sports is perceived as similar to teaching in other sports, results from addressing such topics as teaching beliefs and observed actions in general sports pedagogy will be of value to coach development in equestrian sports. Using literature from sports pedagogy may be favourably applicable to coach education in equestrian sports, although it would help if the theoretical constructs from sports pedagogy could be sufficiently modified so that the interactions of the horse can be recognised. When teaching equestrian sports is perceived as different from pedagogy in other sports generally, literature from equestrian sports or associated disciplines may need to be incorporated to fully appreciate the interaction of the horse, and its impact, on the teaching pedagogy. Additionally, this may mean that any future research into topics associated with teaching equestrian sports is of value in general sports pedagogy. The research presented in this thesis indicates that generalised coach education may not always be adequate for the educative requirements of equestrian coaches. There is a need to progress pedagogical theory that is specifically tailored to suit equestrian sports. This could be undertaken along with, or parallel to, that of general sports. It is expected that developing a better theoretical understanding of teaching and learning with horses will benefit equestrian coaches in the future, and that benefit can feasibly be achieved through improved coach education. Positioning future research of ESP relationally to that of other sports has the potential to significantly contribute to a collection of new knowledge that will be of interest to several research and practice domains. It is expected that the interest group will include researchers and iii practitioners of sports pedagogy, in addition to equestrian coaches and their students and horses, and to coach educators in many other sports. iv Certification of Thesis This thesis is entirely the work of Cristine Anne Hall except where otherwise acknowledged. The work is original and has not previously been submitted for any other award, except where acknowledged. Student and supervisors signatures of endorsement are held at USQ. Associate Professor Kenneth Edwards Principal Supervisor Dr Sara Hammer Associate Supervisor v Acknowledgements Many people are sincerely thanked for their professional contributions to this doctoral research in exploring Equestrian Sports Pedagogy (ESP), including the following: Associate Professor Kenneth Edwards, as Principal Doctoral Supervisor, and Doctor Sara Hammer, as Associate Doctoral Supervisor. Thank you, Ken and Thank you, Sara for your genuine encouragement and support throughout my doctoral journey. This is particularly so, because I wanted to know more about how equestrian coaches teach and taking that direction challenged me in unfamiliar places outside mainstream education. You both appreciated my early writing with humour, gave insightful comments for me to question and ponder, and offered invaluable advice when encouraging me to develop my own ideas of ESP. Thank you, Ken, and Thank you, Sara. Professor Patrick Danaher, as Chief Organiser of Post-Graduate and Early Career Research Group (PGECR), Associate Professor Robyn Henderson as Chief Organiser of Doc Chats, an informal Community of Doctoral students, and the scholarly community of University of Southern Queensland (USQ). Thank you Patrick, Robyn, and to everyone who organised or contributed to PGECR and Doc Chats. These formal and informal USQ Communities of Practice within the Faculty of Business, Education, Law and Arts (BELA) have been greatly valued for their complementary ways of providing strategic support throughout my Doctoral journey. I have happily conversed with some great people through these USQ professional and personal networks: locally, nationally, and internationally. Thank you, everyone at USQ. Ms. Glenys Cox, Equestrian Australia NCAS Level II Coach and Coach Educator and Chief Executive Officer of Online Horse College, and the international equestrian community. Thank you, Glenys, for your equestrian advice, access to online resources at Online Horse College, and your ongoing interest in furthering coach education for equestrian coaches. My thanks extend to all equestrian coaches, students, and horses who participated in the research. Thank you to everyone who is a member or friend of the equestrian world. Dr. Henk Huijser. Thank you, Henk, for proofreading my thesis in preparation for submission. Thank you to everyone for their constructive comments and suggestions. vi Thesis Dedication My doctoral achievements are dedicated to my family and friends who have significantly contributed to my professional and personal successes in life so far. You are all greatly appreciated. Especially so is Trevor Hall, who has patiently walked beside me and talked about my thesis for what has seemed like a long, long time. vii Table of Contents THESIS ABSTRACT ......................................................................................................... II CERTIFICATION OF THESIS ............................................................................................V ACKNOWLEDGEMENTS ................................................................................................ VI THESIS DEDICATION ................................................................................................... VII LIST OF FIGURES ........................................................................................................ XII LIST OF TABLES ........................................................................................................ XIII LIST OF IMAGES ......................................................................................................... XV EQUESTRIAN SPORTS IN AUSTRALIA ......................................................................... XVI EQUESTRIAN SPORTS PEDAGOGY ...........................................................................
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