| Abstrakt: |
The Texas A&M AgriLife Summer Horsemanship School (SHS) program has been providing horse enthusiasts of all skill levels and ages with horsemanship skills through 2 or 3-d schools for 50 consecutive years. The long-standing impact of the program has been a significant driver for Texas A&M students' experiential learning as horsemanship instructors (∼341) and grassroots education across the state for school participants (∼29,400). Post surveys for (1) student instructors and (2) school participants were collected and analyzed separately in total for 2018, 2019, 2021, and 2022 to evaluate participant knowledge gained, adoption of new practices, satisfaction, and increased confidence and competence, and student instructor impact. This did not include 2020, due to limited schools taught by former student instructors due to the COVID-19 pandemic. Data was analyzed for descriptive statistics using the means and frequency procedures in SAS 9.4 (Cary, NC). Most school participants were female (77.9%), 15 years old or younger (77.3%), and reported being in 4-H (66.8%). Participants reported having riding experience of less than 1 year (8.2%), 1–5 years (35.3%), 6–10 years (30.4%), or more than 10 years (26.2%). Post-participation survey responses indicate that 81.6% could now do one or more advanced maneuvers that they were previously unable to do (n = 602) and 87.9% reported they were able to ride with more confidence (n = 546). Of the 12 horsemanship topics assessed (Table 1), participants learned "a few or more things" on average 89.1% of the time. When evaluating overall satisfaction, 94.8% stated that they enjoyed most, if not all, of the school. As for the student instructors(n = 21), 88% strongly agreed that their experience in the program had a profound impact on their collegiate careers and believed the skills they developed would be useful in their future careers. The impact of the SHS program is a testimony to the effectiveness of grassroots education on horsemanship in Extension programming, in addition to, collegiate student experiential learning. [ABSTRACT FROM AUTHOR] |
Full Text from ScienceDirect