Climbing as a pair: Instructions and instructed body movements in indoor climbing with visually impaired athletes

The situated deployment of the Italian presentative (e) hai. . ., ‘(and) you have. . .’ within routinized multimodal Gestalts in route mapping with visually impaired climbers

“…on boxing sparring sessions: Okada, 2018; dance classes: Broth and Keevallik (2014), Ehmer (2021), Keevallik (2013, 2014); pilates: Keevallik, 2020; budo classes: Råman, 2019; self-defense training: Stukenbrock, 2014). Along this line of research, previous analysis of paraclimbing with visually impaired athletes (Simone and Galatolo, 2020, 2021) shows that embodied involvements play a driving role in the sequential and moment-by-moment shaping of verbal instructions which the guide uses to assist the athlete’s ongoing climbing. The present article adds to previous studies on guide-athlete interaction in paraclimbing with the analysis of how footholds are made available to the athlete’s perception within complex multimodal Gestalts (Mondada, 2014) by assembling e hai- initiated presentative utterances and joint bodily movements.…”

‘Go on keep going’: The instruction of sustained embodied activities

“…Other settings also show the temporal coordination of instructions with learner actions. For example, Simone and Galatolo (2020) show that in rock-climbing sessions for visually impaired climbers, coaches adjust their instructions precisely as climbers' hands or feet approach the desired footholds on the climbing wall. Keevallik (2020) describes how a Pilates instructor synchronizes her instructions with the bodily movements of her students by, for example, lengthening individual segments as she waits for students to perform certain parts of their exercises.…”

“…A basic organization that participants must establish during co-present instruction is the temporal ordering of instructions and instructed actions. For example, the spatial, acoustic, and bodily configurations of driving instruction (Deppermann, 2018b, 2018c; De Stefani and Gazin, 2014), rock-climbing coaching (Simone and Galatolo, 2020, 2021), Pilates classes (Keevallik, 2020), and horse-riding lessons (Lundesjö Kvart and Melander Bowden, 2022; Lundgren, 2017) allow for teachers’ instruction-giving and learners’ complying actions to be performed in parallel. Lundesjö Kvart and Melander Bowden (2022) use the term ‘online instruction’ to describe horse-riding instructors’ talk that is delivered ‘continuously .…”

Distributed Perception: Co‐Operation between Sense‐Able, Actionable, and Accountable Semiotic Agents

“…Abrahamson et al (2019) studied how blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. Recently, Simone and Galatolo (2020) have studied how visually impaired people accomplish indoor climbing through instructed body movements provided by guides. The focus on computer vision and natural language processing (like Google Home‐systems) is promising for visually impaired people (Due et al 2017; Due and Lüchow, forthcoming; Reyes‐Cruz et al 2020).…”

“…55 For similar cases on the intercorporeality of visually impaired and sighted participants, see Kreplak and Mondémé (2014) on sighted guides instructions in museums; Simone and Galatolo (2020) on guided climbing sessions; or more broadly, Keevallik (2013) on dance instructions.…”