Vart vill vi? : ridskoleelevers och ridlärares olika målbilder
Sammanfattning: Where to? - Riding pupils and instructors various goal perspectives Background: The importance of goal setting is widely spread amongst psychology, pedagogy, and even sports research. At riding schools, the group is the focus point, which can lead to the personal goal of the individual being overshadowed. Without clear goals, the motivation runs short, which could be the reason that riding schools loose pupils. Reason studies show that the riding schools are facing a paradigm shift with more focus on individuality. Today, the focus of the riding instructor is mainly the knowledge of how to meet different individual’s learning styles in a group environment, rather than individual goals. When goal setting becomes wider spread amongst other sports, the pressure on riding instructors ability to manage their pupils’ goals, will increase. Therefore, this study examines how riding schools tackle pupils’ goals, in hopes of laying a foundation for further development of working with goal setting at riding schools. Aim: The aim of this study was to clarify if pupils at riding schools had explicit goals for their riding. If so, whether or not these goals were included in the setting of groups and the planning of the riding lessons, by the instructors. The aim was also to see how riding pupils wished to include goal setting in their riding. Method: One pupil and one instructor from three different riding schools where interviewed for this study. All respondents were female, and the pupils were between 14 and 17 years old. The interviews were held one on one with the premises that the respondent would remain anonymous. All were held in person, except for one interview with an instructor, which was held over the phone. Results: This study showed that all respondents, both pupils and instructors, had some kind of goals for their riding, although they were made conscious on different levels. All riding instructors asked in some way for their pupils goals, but the instructors had difficulties managing these goals. Instructors believed that the importance was that they asked for the pupils’ goals, not what they did with them once they knew them. The respondents viewed positively on setting goals, even though some had difficulties doing so. Goals could make them feel better or worse with themselves. All respondents found that setting realistic goals were of utter importance. The pupils and the instructors did not always have the same goals for the pupils’ riding, and the pupils did not always know which goals their instructors had set for them. However, there was a correlation in this study between the instructor respectively pupil from the same riding schools’ characteristics in goal setting. Horses were crucial to goal setting when it came to riding. The instructors believed that parents had a great influence over pupils’ goals, however, the pupils did not find it so. Pupils and instructors agreed that the riding schools were able to meet the pupil’s goals. One attempt to meet individual goals that was pointed out, was through private lessons. None of the pupils believed that their goals were evaluated. One positive aspect that was highlighted in this study was that all of the pupils were positive to continue on with their riding at riding schools. Conclusion: All instructors asked their pupils for their goals, but seemed unequipped to fulfil them. They lacked strategies in how to reach each goal and seemed to confuse the ability to teach pupils with different learning styles with the ability to adapt the education to individual goals. The common goal of the group where in focus, rather than those of the individuals. Pupils were placed in groups based on their knowledge and ability, rather than their preferred goal. All respondents thought that goal setting was important. The pupils wished that they could discuss their goals with their instructors to make sure that the goals were realistic and based on their abilities. To be able to manage and fulfil the pupils’ goals, the instructors need to take the goals seriously and acquire the tools needed for goal setting and execution.
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