| 1. |
- Hedenborg, Susanna, et al.
(författare)
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’Dilemmatic spaces’ och föräldrars deltagande i ridskolornas verksamhet för de yngre barnen
- 2023
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Ingår i: Idrottsforum.org/Nordic sport science forum. - : Malmö universitet. - 1652-7224. ; :230510
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Under senare år har ridskolor öppnat sin verksamhet för yngre barn. Aktiviteterna består av ridning, men även sysslor i stallet (Thorell, 2017; Hedenborg et al, 2021). Ridsporten är inte ensam om att erbjuda aktiviteter för denna åldersgrupp. Även andra idrotter har öppnat dörrarna för de yngre barnen (Lindroth, 1991; Hedenborg, et al, 2020). Aktiviteter för denna åldersgrupp erbjuds även av kommersiella aktörer (Karlsson, 2022). Trots att allt fler aktiviteter erbjuds är forskning om vad som pågår i dessa verksamheter och hur de upplevs av både föräldrar och barn mager (Hedenborg & Fransson, 2011; Calero, Beesley & Fraser-Thomas, 2018; Fraiser-Thomas & Safari, 2018; Harlow et.al., 2018). I den här artikeln är syftet att fördjupa förståelsen för ridskoleverksamhet för förskolebarn i Sverige och Norge genom att analysera ridlärarnas och medföljande vuxnas uppfattning om aktiviteterna. För att fördjupa förståelsen för de utmaningar som ridlärare och medföljande vuxna möter i ridskolornas aktiviteter för de yngre barnen ska vi använda tolkningsramen ‘dilemmatic spaces’ (Fransson & Grannäs, 2013). I tidigare studier har ‘dilemmatic spaces’ använts för att öka förståelsen för komplexiteten i lärares arbete. Men tolknigsramen har även använts i andra fält. Barndomsforskaren Magnus Kilgers använder ’dilemmatic spaces’ i en studie som visar hur pappor jonglerar mellan vad som förväntas av faderskapet och tränarskapet inom idrotten (Kilger 2020). Utifrån ett källmaterial som består av 21 semistrukturerade intervjuer med representanter från ridskolor och föräldrar och tio observationer på sex olika ridskolor har vi identifierat följande ’dilemmatic spaces: ’Medföljande vuxna är både ett krav och en utmaning’ samt ’Kunniga mammor är en tillgång, men får inte pusha’.
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| 2. |
- Rosén, Annika, et al.
(författare)
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Team performance and gendered parenthood in horse-riding activities for young children
- 2023
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Ingår i: Sport in Society. - : Taylor & Francis. - 1743-0437 .- 1743-0445. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- To improve the experiences of children and parents and prepare those who arrange the activities for parental needs the aim of this article is to describe and analyse parental roles in a horse-riding activities for younger children in Sweden and Norway. Horse-riding for younger children is an individual sport but conducted in interplay with others such as parents and horses. To understand these interactions, Goffman’s dramaturgical approach and insights from research on sport and gender have been used. The main result is that during the activity, the child and the parent interact and perform as a team. In addition, the team performance is influenced by gender constructions. The gender construction is, however, different from what former has been shown in research on sport and gender.
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| 3. |
- Rosén, Annika, et al.
(författare)
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The competent child and (in)competent others : Horse-riding school activities for preschool children
- 2022
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Ingår i: Sport in Society. - : Taylor & Francis. - 1743-0437 .- 1743-0445. ; 25:12, s. 2501-2518
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, riding schools have opened their activities for younger children. Previous research has described the learning environment of the stable as strongly inspired by a traditional military discourse (Thorell 2017) and in strong contrast to other socialization arenas. The aim of this article is to increase the understanding of riding school activities for preschool children. Research questions concern why and how activities for young children are organized and handled, norms guiding these activities and how children and others participating are perceived. Sources consist of 452 riding schools’ websites and interviews with nine representatives from riding schools. The analytical framework derives from the sociology of childhood. The study shows that a majority of the Swedish riding schools offer activities for preschool children. The activities are framed by contrasting ideas about the competent child, the child’s biological and vulnerable body, incompetent parents, competent youth leaders, and horses.
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| 4. |
- Thorell, Gabriella
(författare)
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Coaching at Swedish Riding Schools – From military practice to a sport for girls
- 2013
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Ingår i: ECSS 2013 Becelona.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Equestrian sport in Sweden has a long tradition within the military academy until the end of 1960s, when the equestrian sport became formed by civilians and an increasing number of women began to be educated to riding instructors (Hedenborg, 2009). Today almost 500 riding schools provide education in riding and horse caring and play an important role as a leisure activity, especially among young girls. In Sweden, sport and leisure activities for children are supported by the government and that is why education at riding schools are not exclusively for the wealthy as in many other countries (Forsberg & Tebelius, 2011). Coaching and pedagogics in equestrian sport have traditionally been formed by military commands and instructions, so the aim of this study is to explore riding instructors’ experience and perceptions about coaching at riding schools and if there has become a change due to the shift from military to girls. Methods A constructivist grounded theory method have been use to collect and analyzed the data material from interviews with ten riding instructors with more than ten years of experience at their riding school. The constructivist approach of grounded theory is based on the scientists who produce knowledge based on the interpretation of the informants’ actions and behavior (Charmaz, 2009). Thus, the result can be seen as an interpreted portrait of the studied world, not an exact picture of it. Results The result shows that the way to perform the lessons and the language are very much the same as the military tradition but the riding instructors considered that there has been a pedagogical change over time. Today they stressed the importance of listening to the pupils and create new activity besides the traditional riding lessons. Discussion This main result is explained by impact of the changing market conditions and increased competition from other sports and interest that the riding instructors adapt their way of coaching. In conclusion this generates a new way of coaching at riding schools with a more individual and social focused form of coaching which shows that there is a development ongoing in Equestrian sport
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| 5. |
- Thorell, Gabriella, et al.
(författare)
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From giving orders to engaging in dialogue : Military norms being challenged at the Swedish riding school
- 2018
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Ingår i: International Review for the Sociology of Sport. - London, UK : Sage Publications. - 1012-6902 .- 1461-7218. ; 53:4, s. 451-470
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Tidskriftsartikel (refereegranskat)abstract
- Equestrian sport is one of the largest sports among young girls in Sweden. A majority of these girls get their riding education at riding schools that provide horses and instructors. Previous research has pointed out that the Swedish riding school is characterised by a traditional stable culture that originated in army practices. Presently Swedish children and youth sport at large are undergoing a change driven by increased commercialisation and individualisation. The aim of this article is therefore to explore and analyse how Swedish riding instructors perceive and experience their professional role in regards to these changes. Interviews with 10 riding instructors have been analysed using a constructivist approach of Grounded theory, as well as institutional theory and institutional economic theory. It was discovered that the riding instructors, due to an economic recession, feel that the institutional arrangements of the riding schools have become governed by the economy. The riding instructors thus feel impelled to change and adapt to new teaching styles - from instruction characterised by giving orders to teaching characterised by dialogue. This study illustrates how economic challenges require continuous development of the riding instructors' pedagogical ability, and have made them more aware of their profession, its historical heritage and norms.
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| 6. |
- Thorell, Gabriella, et al.
(författare)
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Riding Instructors, Gender, Militarism, and Stable Culture in Sweden: Continuity and Change in the Twentieth Century
- 2015
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Ingår i: International Journal of the History of Sport. - : Informa UK Limited. - 0952-3367 .- 1743-9035. ; 32:5, s. 650-666
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Tidskriftsartikel (refereegranskat)abstract
- Equestrian sport underwent significant changes in Sweden during the twentieth century, from being connected to men and the army to being associated with women and leisure activities. Previous research has shown that a stable culture with masculine military norms still exists in spite of these changes. The purpose of this study is to explore why these norms continue to influence Swedish equestrian sport. Institutional economic theory and gender theory are used to explain continuity and change in stable culture. The source material consists of interviews and document analysis. An important finding is that military norms have been reproduced in the education of the riding instructors.
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| 7. |
- Thorell, Gabriella, et al.
(författare)
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The Swedish riding school : A social arena for young riders
- 2018
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 21:9, s. 1416-1431
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders' main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master-apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child's rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills.
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