Indoor sport climbing performed by athletes with visual impairment is realized by trainer and climber working as a couple and is routinely based on instructions. It can be considered a perspicuous setting (Garfinkel, 2002) for investigating how sighted and visually impaired participants coordinate their perception and actions in the material environment while accomplishing mobile tasks. Drawing on previous ethnomethodological and CA studies on instructions in mobile activities, the analysis of an excerpt of a guided climbing session provides the ground for a detailed description of some features of instructions that are specific to this context. The analysis aims at showing that the trainer’s instructions are not only timely adjusted to the course of action, but, importantly, that they also display the trainer’s orientation to the climber’s sensory impairment.
Drawing on video-recorded data from pre-climbing route mapping with visually impaired climbers and a sight guide, this study uses conversation analysis to investigate the situated deployment of the Italian presentative (e) hai ‘(and) you have’ within locally routinized multimodal Gestalts. The study shows that the guide uses (e) hai to progress route mapping and engage the athlete in tactile actions that target specific features of the route. In this context, (e) hai is packaged with noun phrases, silent pauses, bodily movements, and touch. The arrangement of such syntactic and embodied components is shown to follow a recurrent trajectory in which, between (e) hai and its grammatical completion, syntactic suspension creates a dedicated slot for guide and athlete to physically attain the target object. Routine embeddedness of (e) hai within such arrangement is shown to provide specific affordances to the athletes to anticipate subsequent action and engage in its embodied implementation.
À partir du concept de « faire agir autrui », notre analyse s’intéresse au cas spécifique des instructions (à l’action) lors d’entraînements à l’escalade avec des athlètes malvoyant.es. Dans ce contexte, la performance de l’athlète est possible grâce à la coopération avec le/la guide. À travers les instructions, le/la guide fournit à l’athlète des informations concernant la direction et la distance des prises pour que l’athlète puisse progresser dans l’escalade. Le fonctionnement des instructions dans ce type d’activité est rendu visible par l’analyse détaillée des formats d’instructions et de la paire séquentielle instruction-action. Les instructions sont la composante essentielle qui assure la distribution de l’action entre les participant.es (Enfield & Sidnell 2017) et l’accomplissement de la tâche de la part du tandem « guide-athlète ». Nos analyses mettent en lumière un fonctionnement interactif jusque-là peu exploré de la transmission d’instructions, à savoir, l’offre d’assistance. En effet, les instructions liées à l’handi-escalade vont au-delà d’actions comme les directives ou les requêtes (Drew & Couper-Kuhlen 2014 ; Floyd, Rossi & Enfield 2020) destinées à faire agir autrui ; nos résultats argumentent en faveur d’une conception des instructions comme étant des ressources dont la distribution locale construit et confirme les rôles institutionnels du guide et de l’athlète guidé.e dans un contexte d’offre d’assistance institutionnelle.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.