With the use of helmet mounted video cameras to generate video data, this study uses photo-elicit... more With the use of helmet mounted video cameras to generate video data, this study uses photo-elicitation style interviews with moving imagery to study how people experience place through the embodied practice of rock climbing. Recent geographical interest in the study of embodied practice has focussed exclusively on mobility, and has thus neglected the way representations are read in action. In the interest of addressing this gap in the literature through the investigation of how rock-climbers use videos representations, this study makes a comparison of how climbers make route finding decision with different levels of video knowledge. Furthermore, this research aims to explore the way experiential knowledge is used by climbers to both read the features of the rock while climbing, and read the actions of another climber on screen to gain information about the route depicted in the video. Through manipulating the ‘accuracy’ of some of the videos as navigational aids, this study aimed to test how climbers use the information depicted in the video when it potentially conflicts with their experiential knowledge. Within this small sample, the findings of this study indicate that a greater amount of experiential knowledge allows mature climbers the ability to interpret greater detail from the climber’s movements on video and also reduces the likelihood of them being misled by the representation.
With the use of helmet mounted video cameras to generate video data, this study uses photo-elicit... more With the use of helmet mounted video cameras to generate video data, this study uses photo-elicitation style interviews with moving imagery to study how people experience place through the embodied practice of rock climbing. Recent geographical interest in the study of embodied practice has focussed exclusively on mobility, and has thus neglected the way representations are read in action. In the interest of addressing this gap in the literature through the investigation of how rock-climbers use videos representations, this study makes a comparison of how climbers make route finding decision with different levels of video knowledge. Furthermore, this research aims to explore the way experiential knowledge is used by climbers to both read the features of the rock while climbing, and read the actions of another climber on screen to gain information about the route depicted in the video. Through manipulating the ‘accuracy’ of some of the videos as navigational aids, this study aimed to test how climbers use the information depicted in the video when it potentially conflicts with their experiential knowledge. Within this small sample, the findings of this study indicate that a greater amount of experiential knowledge allows mature climbers the ability to interpret greater detail from the climber’s movements on video and also reduces the likelihood of them being misled by the representation.
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