The Relationship of Texas A&M Agrilife Extension Summer Horsemanship School Instructors’ Evaluated Competencies to the Self-Perceived Competencies of Youth and Adult Participants
The purpose of this study was to determine if participants of the Texas A&M AgriLife Extension Summer Horsemanship School Program, from 2006 through 2014, perceived increases in learning and competency. In addition, the relationship of the horsemanship school instructors’ evaluated competencies with the self-perceived learning and competency of youth and adult participants was tested. A non-random, purposive sample of 37 different instructor teams, comprised of 58 different, individual instructors (53 female, 5 male), were evaluated, along with participants at 202 of the 239 horsemanship schools, resulting in a non-random, purposive sample of 2,701 completed questionnaires. Evaluations were grouped by county and year and compared to the scores of instructor teams who taught those groups. Questionnaires were analyzed for both all ages of participants and 4-H age (8-19) only.
Analysis of data revealed that all participants perceived an increase in learning (M = 3.89, SD = 0.54) and competency (M = 3.90, SD = 0.50) after completing the horsemanship school. When analyzed separately, data with only 4-H ages indicated that participant learning and competency increased as rider age increased (p < 0.01). Data showed no significant relationships among instructor teams’ competency (pattern and speaking scores) and participants’ learning and competency, either of all ages or 4-H ages only; however, significant positive relationships (p < 0.01) were found between instructors’ pattern and speaking scores, as well as between participants’ learning and competency. No significant relationship was seen between instructor teams’ scores on a specific horsemanship maneuver and the degree of perceived learning in the participants they taught on that same horsemanship maneuver. When participants of all ages were analyzed, data indicated that learning declined (p < 0.05) as instructors taught more schools. Additionally, analysis of data pointed to a decline in learning (p < 0.05) of participants of all ages, as the instructor got older, and when reviewing participants of 4-H age only, data revealed that both learning (p < 0.01) and competency (p < 0.05) were negatively related to instructor age. These results could be a starting point for future studies of the Texas A&M AgriLife Extension Summer Horsemanship School Program.
Analysis of data revealed that all participants perceived an increase in learning (M = 3.89, SD = 0.54) and competency (M = 3.90, SD = 0.50) after completing the horsemanship school. When analyzed separately, data with only 4-H ages indicated that participant learning and competency increased as rider age increased (p < 0.01). Data showed no significant relationships among instructor teams’ competency (pattern and speaking scores) and participants’ learning and competency, either of all ages or 4-H ages only; however, significant positive relationships (p < 0.01) were found between instructors’ pattern and speaking scores, as well as between participants’ learning and competency. No significant relationship was seen between instructor teams’ scores on a specific horsemanship maneuver and the degree of perceived learning in the participants they taught on that same horsemanship maneuver. When participants of all ages were analyzed, data indicated that learning declined (p < 0.05) as instructors taught more schools. Additionally, analysis of data pointed to a decline in learning (p < 0.05) of participants of all ages, as the instructor got older, and when reviewing participants of 4-H age only, data revealed that both learning (p < 0.01) and competency (p < 0.05) were negatively related to instructor age. These results could be a starting point for future studies of the Texas A&M AgriLife Extension Summer Horsemanship School Program
