Timing and Prosody of Lexical Repetition: How Repeated Instructions Assist Visually Impaired Athletes’ Navigation in Sport Climbing

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

“…Multiple directives also allow instructors to '[accompany] the directed action as it unfolds in real time', thereby 'calibrating its length, intensity, changes, and completion' (p. 91). Simone and Galatolo (2021) show that this applies not only to imperatives but to repeated instructions more generally. Mondada (2017) proposes that the temporal calibration of ongoing learner actions can affect the adjacent organization of the directive-response sequence.…”

“…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 .…”

“…In addition to the temporal positioning of instructions in relation to the overall sequence, several studies have described their temporal fittedness to learners’ embodied performance (e.g. Lundesjö Kvart and Melander Bowden, 2022; Lundgren, 2017; Mondada, 2014c, 2017; Simone and Galatolo, 2020, 2021) and, related to temporal coordination, the indexing of immediacy (e.g. De Stefani and Gazin, 2014; Mondada, 2018a; Okada, 2018; Tekin, 2021).…”

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.…”

“…As illustrated by earlier analysis of this setting, sensory cooperation between the visually impaired athletes and their guides rests particularly on the participants tuning into each other’s multimodal actions. For instance, Simone and Galatolo (2021) analyze the guide’s use of lexical repetition to calibrate the athlete’s climbing. The analysis shows that the duration and prosodic format of the guide’s lexical repetitions shapes the athlete’s bodily movements and are in turn shaped by details regarding the production of those movements over time.…”