Date of Award:

5-2026

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Kelli Munns

Committee

Kelli Munns

Committee

Ramy Shaaban

Committee

Deborah Fields

Abstract

Limited research has been done on equestrian riders actively participating in training programs. To better understand these equestrians, this study examined how elements in their learning environments influenced their learning. Data was collected through interviews with two active, competing adult female members of the United States Hunter Jumper Association. Key findings from analyzing these equestrians’ relationships with different elements in their learning environment include the finding that equestrians shift between viewing horses as material objects or social partners, depending on the context. It was also seen that an equestrian’s skill is not dependent solely on the rider, but is influenced by various social, material, and cultural elements in their environment, including, but not limited to, tack, horse history, climate, finances, gender, age, etc. By understanding the relationships between equestrians and various elements in their learning environment, equestrian coaches can improve their coaching practices.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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