Table 1.
Riding school teachers’ (N = 199) and pupils’ (N = 368) demographics, presented in percentage (and number) of respondents.
Fig 1.
Overview of pupils’ replies (N = 368) on attendance of separate non-riding lessons in the two equine subject areas.
Table 2.
Responses of teachers (N = 199) and pupils (N = 368) regarding the incorporation of the two equine subjects into regular teaching, presented in percentage (and number). Respondents had the option to select multiple answers.
Fig 2.
Overview of teachers’ (N = 199) and pupils’ replies (N = 368) on their perceived ability to influence the teaching in the two subjects.
All respondents could select multiple answer options. Items marked with an asterisk (*) indicate response options that were not provided to either teachers or pupils, depending on relevance.
Fig 3.
Teachers’ (N = 161) and pupils’ (N = 275) responses on formats of further knowledge gain.
Respondents could select multiple answer options. Items marked with an asterisk (*) indicate a response option only provided for pupils.
Fig 4.
Teachers’ (N = 199) and pupils’ (N = 368) responses on preferred sources of knowledge gain.
Respondents could select from multiple sources.
Table 3.
Teachers’ (N = 199) and pupils’ (N = 368) responses on the general level of perceived interest in attending additional offered subject lessons and the level of satisfaction with the current teaching.
Fig 5.
Teachers’ (N = 199) and pupils’ (N = 368) opinions on perceived obstacles in providing and attending, respectively, separate lessons in the two subject areas.
Respondents could select multiple answer options. Items marked with an asterisk (*) indicate response options only provided for either category of respondent.