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Dressage School A Sourcebook of Movements and Tips
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The Official Publication of The American Riding Instructors Association
6
Sport Psychology
The Destructive Power of Negative Training
By Laura King , CHt, NLP & Performance Coach
8 Mastering Management Issues with Boarders
By Nikki Alvin-Smith
Contents
10 Book excerpt:
Dressage School A Sourcebook of Movements and Tips By Britta Schöffmann
12 Build Your Own PVC Schooling Standards
By Dadre McCreary
15 A Story Inside You —Bringing Your Thoughts to Paper
By Didi Arias
18 A Lesson in Conversation
By Lydia Fairchok
22 Sponsor Spotlight
By Donna Hartshorn
25 Christmas Wishes
By Lydia Fairchok
26 Success in the Slow Season
By Christine Olsen
28 Make the Most of Your Intern Hire
By Nikki Alvin-Smith
30 Legal Focus
The Stable Has a “No Roving Equine Professional” Policy —Now What?
By Julie I. Fershtman, Attorney at Law
32 Business Matters
Cover: A collected canter with a lovely uphill tendency and relative elevation. Photo by Horst Streitferdt/Kosmos from the book Dressage School by Britta Schöffmann. Courtesy www.horseandriderbooks.com Above: Halt and salute—the concurrence of all aids resulting in the horse coming to a complete, square, straight stop. Photo by Gabriele Metz from the book Dressage School by Britta Schöffmann. Courtesy www.horseandriderbooks.com
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Winter 2019–20 | Riding Instructor
How to Answer “So What Do You Do?”
By Doug Emerson, The Profitable Horseman
34 Cameo’s Cauldron
Gifts By Cameo Miller
Summer 2013 Published by American Riding Instructors Association 28801 Trenton Court Bonita Springs, FL 34134-3337 Tel 239-948-3232 Fax 239-948-5053 Winter 2019–20 E-mail aria@riding-instructor.com Published by Web site riding-instructor.com American Riding Instructors Association Editor 28801 Trenton Court Charlotte BraileyBonita Kneeland Springs, FL 34134-3337 editor@riding-instructor.com Tel 239-948-3232 Manager of Corporate Sponsorship Fax 239-948-5053 and Advertising E-mail aria@riding-instructor.com Donna HartshornWebsite riding-instructor.com Tel 407-927-3578; Donna@riding-instructor.com Editor Charlotte Brailey Kneeland Art Director Peter Fryns, PearTree Graphics aria@riding-instructor.com peter@peartreegraphics.ca Member Manager of Corporate Sponsorship American Horse Council and Advertising Donna Hartshorn Horse Donna@riding-instructor.com Publications Tel American 407-927-3578; United States Equestrian Federation Art Director Peter Fryns, PearTree Graphics peter@peartreegraphics.ca Illustrator Susan E. Harris
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Member ARIA recognizes that equestrian headgear that does not meet the ASTM standard (#f1163-88-sei) is not safe, although certain equestrian activities ARIA recognizes headgear pictured in this magazinethat may equestrian not adhere to these that does not meet the current ASTM standard is requirements. not safe, although certain equestrian activities Riding pictured Instructorinisthis themagazine Official Publication of theto these may not adhere American Riding Instructors Association. requirements. Riding Instructor is the Official Publication of the For Advertising Rates & Data, Riding Instructors Association. contactAmerican the publisher. The editor of Riding reserves right to ForInstructor Advertising Rates the & Data, edit reasonably all copy submitted, and all contact the publisher. contributions become the property of Riding Instructor. The does editornot of Riding Instructor reserves the The Editor hold herself responsible for,right to edit reasonably allagree copy submitted, and all contrinor does she necessarily with, the opinions butions become the property of Riding Instructor. expressed in Riding Instructor. Riding Instructor The does not for hold herself responsible for, assumes noEditor responsibility loss or damage to nor does she necessarily agree with, the opinions unsolicited photographs or manuscripts. expressed in Riding Instructor. Riding Instructor Reproductions permission are assumeswithout no responsibility for strictly loss or prodamage to hibited unsolicited by copyright laws. While endeavoring photographs or manuscripts.to accept only reliable advertising, Riding Instructor permission are strictly prowill notReproductions be responsiblewithout to the public for advertisecopyright laws. While endeavoring to ments, hibited and the by right to decline or discontinue any accept only reliable advertising, Riding Instructor advertisement is reserved. will not be responsible to the public for advertisements, and the right to decline or discontinue any ARICP Advisory Board advertisement is reserved. Debi DeTurk Peloso Gayle Lampe Denny Emerson Jane Savoie ARICP Advisory Board Julie I. Fershtman, Esq. Sarah Sliva, MD Debi DeTurk Peloso Susan E. Harris Linda Tellington-Jones Denny Emerson Julie I. Fershtman, Esq. Susan E. Harris Gayle Lampe Jane Savoie Sarah Sliva, MD Linda Tellington-Jones 22-May-13 22:42
To learn the benefits of becoming an ARIA Official Supplier or Sponsor, please contact ARIA at 239-948-3232 or aria@riding-instructor.com
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5
Sport psychology
The Destructive Power of Negative Training By Laura King, CHt, NLP & Life Coach
Hazing includes intentional humiliation, ridicule, and other kinds of endangerment to the mental, physical and emotional safety of the student. Hazing is usually couched in the intention of helping the student become part of the in-group. • Bullying. Bullying, on the other hand, might involve similar behavior as hazing, but the intention is to single out and exclude the person. This abusive strategy is repetitive and relentless. • Reverse psychology. Reverse psychology attempts to get someone to do something by pretending to want the opposite. The premise is an expectation that the person is fairly dedicated to resisting advice, or maybe the advice of a specific person. Reverse psychology is, at its very core, dishonest. It is a strategy designed to provoke the other person to resist your stated recommendation, and do what you really want them to do. • Hazing.
For example, you want your student to increase their difficulty
level in their jumping and you know that they are full of fear. You might use reverse psychology and say, “I don’t think you should try for anything higher—you might get too scared.” Your student doesn’t like being called a scaredy cat, and will then increase their difficulty just to prove you wrong. This is literally the opposite of straightforward.
In all of my years as a hypnotherapist and coach, and also as a parent, there’s one thing I just don’t understand—why adults continue to use negative training such as hazing, bullying, and reverse psychology with those in their care.
A
s a trainer, you know that there is a power imbalance with student and teacher or coach. And when you have the upper hand, and essentially have someone vulnerable in your care, you should take that position seriously. Trainers must accept that the psyche—the self-esteem and confidence of their students—is largely in their hands. And because of that, they have a duty to build-up their students, to inspire them, to collaborate with them. Any strategy or behavior that tears down or abuses the student is entirely unethical and needs to be called out. For instance:
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What’s more, it doesn’t work. Neither does hazing or bullying. If your goal is the improved mental and athletic performance of your students, you are working at cross purposes when you do it by negative training. Let me explain. Students come to you at various points in their journey to unconscious competence (i.e., they intuitively do what they need to do for their best performance, and don’t even think about it). You may recall that people begin unconscious of their lack of competence, and then become aware of their incompetence. That’s usually the point when they seek (more) help because they realize they need it. The bulk of training takes place when the student is moving from conscious incompetence to conscious competence, and then to unconscious competence. Here’s what happens in the brain of the student during this time: • They are creating visualizations of what they want to do (e.g., what their personal best will look like) • They are creating muscle memory, through repetition, of certain movements. • They are attaching emotions and thoughts to their learning environment and the mechanics of their bodies during their training. • They are developing their self-talk. As the popular social media meme says: “What could go wrong?” Humans being humans, while their brain is doing all of this stuff with its ultimate goal of peak performance and personal bests, it needs an optimal environment. Optimal means support from the outside world, including encouragement, love, and positive reinforcement from trainers. It needs positive training. Unfortunately for us humans, our brains are like Teflon for the positive, and Velcro for the negative. This does not bode well
Sport psychology
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for students who aren’t treated with the utmost respect and concern by their trainers. The brain of the student—the brain of the human—is always on the lookout for threats to its survival. This makes any perceived threat by a trainer far more powerful than anything positive that is happening internally. In fact, in order to store positive moments in the long-term memory we must work at it. We must savor those moments intentionally, including as many sensory details as possible. However, nobody tells us that we have to do this or helps us learn how. Meanwhile, negative moments are far quicker stored and recalled. This makes sense in terms of evolution, but it makes the words and actions of the trainer crucial to the development of positive mental and athletic performance. The significance of the behavior of the trainer in this scenario cannot be overstated. I suppose, at the end of the day, you want to ask yourself: What kind of person/coach/parent/trainer was I today? How did I behave in my relationships? How did I communicate? Did I communicate and behave with integrity? Did I add something positive to the lives of those around me? Did I build them up? None of us needs help tearing ourselves down. Uplift others. It’s kind, and it works. As you have probably experienced, behavior change is difficult. And if you’re the type of trainer whose go-to strategy is something negative, there is a way to turn that around. I say this with confidence because plenty of my clients are trainers. In fact, they are the reason I am writing about this. They had a change of heart all by themselves, but realized their impulse to be negative was so strong and deeply ingrained that they couldn’t shift it on their own. How did the shift happen? Through hypnosis and Neurolinguistic Programming (NLP). These two life-altering tools can do what you cannot do on your own—reprogram your brain quickly so that your default way of communicating is positive rather than negative. Behavior change doesn’t have to be slow, with one step forward and two steps back, which is what happens when you rely on your willpower and you are constantly, consciously trying to communicate in a positive way rather than in your default, negative way when you train. Hypnosis and NLP allow you to bypass the mechanisms for conscious choice and willpower. They rewire your choices so that the positive one is the one that naturally rises to the surface and is manifested in your words and your behavior. They position your communi- About the author: cation while you are training to For more on how Laura can help you become a better, more positive trainer, be respectful, supportive, and go to www.laurakinghypnosis.com or call 561-841-7603. uplifting.
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Your E-Mail Address is important—for us and for you! ARIA communicates primarily by e-mail with its members. Please make sure we have a working e-mail address for you. If you’re not sure, write to us at aria@riding-instructor.com and let us know your current e-mail address. Thanks!
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Of course rules only work if they are enforced. Once one person deviates from the rule others will assuredly follow. Your life will be less stressful if you manage your barn with cogent communication via polite requests for compliance. Don’t wait until a rule is routinely disregarded by a boarder before you speak up. There is no benefit in procrastination.
Make What Is/Is Not Provided Crystal Clear
Whatever age your boarder, supervision is important.
Mastering Management Issues with Boarders By Nikki Alvin-Smith
W
Photos courtesy of the author
hen you run a horse boarding business, keeping everyone happy is not an easy task. Each person has different wants and needs for their horse, and every personality brings fresh challenges for effective management of their various ideas on horse care and how a horse barn should be operated. As the barn manager or owner, it’s important to begin with the careful selection of any boarder. Try to be realistic about the types of equine or human issues you can work with and avoid those that you know will drive you up the wall. Naturally, you want your barn to be full of boarders and horses, but don’t succumb to adding someone to the barn family that you can clearly see at the outset is not a good match for you or your operation. Of course, there are times when your best intuition fails to foresee a difficult 8
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boarder and suddenly you are faced with a stressful situation that makes your daily life miserable. Here are a few tips to help you successfully navigate common issues that may arise.
Barn Rules Rule Avoidance of conflict can often be accomplished by having a definitive list of rules in place for boarders to follow. Post your set of barn rules at a conspicuous location and include the rule list in your boarding contract.
A cause for constant complaint in any barn is the difference in what provisions you wish to provide as a barn owner for the equines in your care, and what supplies the horse owner believes are included in their monthly rate. It is imperative that you provide good care, such as safe clean stalls, fresh water and grain and good quality hay. To avoid conflict about how much bedding, hay and grain you will furnish it is best to include in your contract exactly what is going to be supplied by you in the monthly board rate, and when. For example, three flakes of first cut hay, three times a day, morning, noon and night. There will always be those boarders who want their stall filled with a deeper bed of shavings, prefer straw, want second cut hay only, etc. Whatever bedding, grain or hay you provide, it is a good idea to have an extra supply available for purchase by your boarders on request. This will help protect your own assets from errant acquisition by boarders. If it is practical, provide a separate space with an extra stash of hay and bedding away from your own supply. If possible, lock up your own supply. Have a sign where people must sign the date, time and exactly what they took, so that they may be billed accordingly. If this doesn’t turn out to work, and it well may not, instead re-write any contract to provide for the changes wanted, and bill accordingly.
Keeping People Honest Unfortunately, everyone cannot be trusted, so installation of an inexpensive camera system in public areas such as hay/feed stalls,
tack rooms (obviously not bathrooms), with a sign posted: ‘Smile! You’re On Camera,’ can markedly improve their honesty. Another common complaint by boarders is that other people are using their tack or equipment or even riding their horse. A surveillance system can alleviate this issue altogether, but be certain that the data collected is stored for a decent period of time, so that you can refer to it later if it is needed. Make sure camera surveillance is made clear to all by the use of posted signs; i.e. “For your safety, cameras may be in use…”
Calendar If you set up a daily and monthly calendar it is much easier to keep your boarders on track with the routines you wish them to follow. For example: horse turnout times and what time horses may be stabled, feeding times; farrier schedule; fecal worm egg count testing schedule, etc. Boarders’ schedules may cause conflicts that can cost you money. A boarder may wish to regularly bring their horse in from the field early, to put it in a stall because they want to spend time with it. This may result in extra bedding costs. A boarder may want their horse’s hooves trimmed more regularly and wish the farrier to be called in more often. This may result in extra barn call charges. If a boarder understands they are following a different protocol than you have agreed to provide, you can usually negotiate a supplementary fee to cover these additional costs. Most situations can be resolved with open, honest communication. If there are times the arena riding space is not available to the boarders due to clinics, therapeutic riding programs and the like, then ensure that these restricted access times are disclosed well in advance, so that all will be aware. This will avoid much boarder discontent at a later date. Your posted calendar and boarding contract should also contain your time-off or closing times/days including holidays. As many boarders have restricted time off from work, their holidays are often of significant importance, as it is valuable available time that they can spend at the barn.
If they know in advance what dates each year are off-limits, they can organize their time without unnecessary disappointment. For both sides it is important therefore to stick to these closed dates. Don’t allow intrusion by boarders unless there is a good reason, such as a horse is sick. Once you start allowing folks to come in earlier, stay later or visit on a day the barn is closed, your spare time will vanish. Boarders of all ages should be supervised at all times by a competent horse person or directly by you. So follow your own rules in regard to your schedule and keep the time you’ve allocated for yourself undiminished. Keen management of your calendar also ensures that you can control expenses such as energy costs for lighting, heating and ventilation.
Different Disciplines Create Different Problems Allowing boarders to purchase extra hay and bedding supplies can alleviate much stress
If you open up your boarding barn to a variety of riding disciplines, you are ➢ continued on page 33
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When riding in a group, each rider must individually ride toward the points on the circle. Photo by Gabriele Metz.
Book Excerpt:
Dressage School A Sourcebook of Movements and Tips By Britta Schöffmann
Circle A school figure 20 meters in diameter that touches both long sides of the arena, started usually at the letter in the middle of the short side, or occasionally the letter in the middle of the long side—in which case “X” is the center of the circle. How It’s Supposed to Look Usually, a circle
is ridden by starting from the short side of the arena. It must be perfectly round and planned so that its four outer points touch the middle of the short side, both circle points on the long sides of the arena (10 meters distance from the short side), and the center at “X.” The line of the circle must always be the same distance from its center—you do not ride into the corners of the arena. 10
Winter 2019–20 | Riding Instructor
Riding circles provides you a variety of additional training movements and exercises, including changing rein out of the circle (p. 20)*, changing rein through the circle (p. 29), and decreasing and increasing the circle (p. 172). Circles can be ridden in all basic gaits.
circle. Keep your inside leg at the girth and slide your outside leg slightly behind the girth to prevent the haunches from evading. These leg aids bend the horse along his longitudinal axis. Yield your outside hand slightly forward to allow the muscles on the horse’s outside to stretch; however, mainMost Common Mistakes This book may be ordered from horseandriderbooks.com tain enough contact to The Rider: does not plan a perfectly round circle; gives the circle keep the horse from falling out through his “edges” (squares it off); allows the circle outside shoulder. to be egg-shaped; does not meet the circle Goal of the Movement Since it is of generpoints on the long sides; rides into the cor- ous proportions, the circle is one of the first ners of the arena. movements on a bending line that is suitCorrect Aids In order to ride a perfectly round circle, you should have mastered the aids for turning (p. 1), and be able to focus on both the bending line ahead and the four circle points you need to pass through. This means looking ahead toward the next point and always turning. To do this, flex the horse to the inside with your inside rein—according to the line of the
able for a young horse or a horse that’s not yet warmed-up. In these cases, the horse should not execute any tight turns that could damage the joints; however, with the circle he can be safely suppled and gently bent to the right and left on his longitudinal axis. Riding circles is a good loosening exercise, and it prepares the horse for tighter turns later on.
Furthermore, if you want to demonstrate a perfect circle, you will need to master the coordination of your rein and leg aids or the circle will not be round as desired. So, the ideal of a neat, round circle is not some futile “invention,” but is there to always give information about the overall correctness and effectiveness of the rider’s aids.
Decreasing the circle. Illustration by Cornelia Koller.
Fast Facts Basic exercise; can be ridden
in the warm-up in all basic gaits; suitable for the work phase of a schooling session, excepting extended gaits; improves lateral mobility.
Decreasing and Increasing the Circle Alternately decreasing and increasing the size of a circular school figure. How It’s Supposed to Look Decreasing and
increasing the circle is not a movement required in a dressage test but a gymnastic exercise for daily training. From a regular 20-meter circle (p. 170), the horse spirals in around the circle’s center, but to no smaller than the smallest volte (p. 162)—6 meters in diameter. From there, you gradually spiral out again until you reach the original circle line. It’s important to always flex and bend the horse evenly, and ride a line accurately around the center of the circle. Most Common Mistakes The Horse: loses
rhythm; evades with the haunches; falls out through the outside shoulder; is tight in the neck; is on the forehand. The Rider: overflexes the horse; asks for too little lateral bend; “pulls” the horse around; approaches
the center of the circle at an angle (instead of spiraling in); creates an egg-shaped bending line. Correct Aids When decreasing and increas-
ing the circle, you are really applying a combination of aids used for circles and voltes. During the decreasing spiral, flex the horse to the inside with an inside, shortened rein, and bend him around your inside leg at the girth. Slide your outside leg slightly behind the girth to keep the haunches on their track. To achieve an evenly ridden “inward spiral,” you need to increase the inside rein aid a bit more, and shift your weight slightly more to the
inside seat bone. The inside leg keeps the horse on the desired line and prevents him from “cheating” inward suddenly. When increasing the spiral, replace the amplified lateral bend of the decreasing spiral with a “normal” one so the horse can ease his way out of the volte in the center and travel on a spiraling line back out to the original large circle. Goal of the Movement Decreasing and increasing the circle at any gait strengthens the horse’s inside hind leg, encouraging him to step further underneath his center of gravity. It is a very useful exercise to prepare a horse for collection. Changing the pace within the gait—shortening the stride when decreasing, lengthening it when increasing—strengthens his muscles and promotes impulsion. You can vary the exercise by riding it in shoulderin-like manner (p. 118) or in a leg-yield (p. 112) at times, one movement following the other, or in other instances alternating it between decreasing and increasing. This way, you can improve the horse’s “straightness.” And last but not least, circle decreasing and increasing is used as a preliminary stage to the working pirouette (p. 12). Fast Facts Basic exercise; can be ridden in the work phase of a schooling session; suitable for working trot and working and collected canter; improves “carrying power” and lateral bend. *Note: All page references contained within this excerpted article are from the original text.
Find your strengths and pursue your passions
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Tools Required: • Chop saw (or a curricular saw with two
saw horses or a work bench) • Electric drill • (3) Drill Bits in the following sizes: • ⅛˝ bit • ⅜˝ bit • ½˝ bit • Clamp • Yardstick • Measuring tape • Speed square • Pencil • Phillips head screw driver • ¼˝ socket and wrench • Eye and ear protection • 1 disposable respirator (this can be
reused, do not discard after use) NOTE: Acquiring these tools can be pricey,
Build Your Own PVC Schooling Standards By Dadre McCreary
S
chooling standards are available commercially and can be purchased for about $300 a pair, plus shipping, per pair from the official jump supplier for the US Equestrian Team. Or, you can build 6 sets of your own schooling standards for about the same price. These PVC standards are inexpensive, and easy to make using your horse girl “know how.” They are also practical and lightweight for riding instructors who offer jumping lessons. They are also easy to move around to create oxers when placed behind a wing standard. All of the materials and supplies you’ll need are available at your local home improvement store. This is a relatively inexpensive and easy process; it shouldn’t cost more than $50 for one set of schooling standards. This project can be accomplished in a few hours, depending on your skillz. The skillz I’m 12
Winter 2019–20 | Riding Instructor
referring to are “standard horse girl skills” of wielding an electric saw and drill. If you can mend a fence, you can build these standards. If you can’t mend a fence, then this project probably isn’t for you. For this project, you will need to gather the following materials. If you are not a savvy home improvement store shopper, I recommend taking this list to the store. Ask the sales associate to help you gather the items you will need. Don’t be afraid to ask them questions, I have found that they are always willing to help and offer advice.
Materials Required: • (1) 4˝ × 4 “x 8΄ vinyl fence post • (2) 1.5˝ × 5.5˝ × 8΄ vinyl fence rails • (16) 1/4˝ – 20 × 2˝ stainless steel, Phillips
drive, pan head, machine screws with nuts • (32) 1/4˝ stainless steel washers
however, are all of these items are useful around a horse farm and as such are worth the investment. I recommend Harbor Freight if you intend to buy the aforementioned tools, especially if you don’t think you will use them frequently. Make sure to look online for a 20% off coupon. I use my power tools for many different projects and as such, I prefer Ryobi, 18 volt cordless battery driven power tools available from the Home Depot. If you are buying tools for this project only, I suggest buying electric tools with power cords verses battery driven tools. Electric tools with power cords are way less expensive than battery driven. For those budget conscious horse girls, consider buying used power tools from Facebook Marketplace. I am not a spokesperson for either retail store or Facebook. TIP: I recommend reading the following
instructions once or twice to make sure you understand the process. Now that you have collected the materials and tools, let’s get started. 1. Measure 4΄ on your 4˝ × 4˝ × 8΄ vinyl post using a pencil. Use the speed square to draw a line with your pencil where you will cut your vinyl post in half. See photos 1 & 2. 2. Put on your eye and ear protection,
as well as your respirator. You do not want to breath in fumes or PVC shavings or dust into your lungs! Use your chop saw (or circular saw) to cut the 4˝ × 4˝ × 8΄ vinyl post in half so that you are left with (2), 4΄ long pieces. These are the upright support posts for your standards. 3. Measure (6), 16˝ sections on both of your 1.5˝ × 5.5˝ × 8΄ vinyl fence rails. Use the speed square to draw lines with your pencil every 16˝ where you will make your cuts on the vinyl rails. See photos 3 & 4. 4. Put on your eye and ear protection, as well as your respirator. Next, cut each fence rail into (6) 16˝ pre-measured sections that you marked in step 3. These will become the “feet” of your standard on the support post. TIP: You will have (12) 16˝ sections, for this project you will only need (8) sections to make (2) standards, save the other (4) sections to make another standard at a later date. 5. Place one of the 4˝ × 4˝ × 4΄ posts that you cut in step 1, on its side and measure 2˝ from the side in the following 3 places: top of the 4˝ × 4˝ × 4΄ post, about 1΄ down from the first measure point and another 1΄ down from that measure point. Do this on both sides of your support posts. See photo 5. TIP: It does not have to be exact…a guestimate will do. 6. Use your yardstick to connect the dots vertically and draw a line with a pencil! Do this on the opposite side of your post as well. See photo 6. ➢
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Application for ARIA Membership Name American Riding Instructors Association 28801 Trenton Ct., Bonita Springs, FL 34134-3337 Phone (239) 948-3232 • Fax (239) 948-5053 e-mail aria@riding-instructor.com www.riding-instructor.com Membership Benefits • Riding Instructor magazine • Monthly ARIA E-News • Insurance Discounts! • Free classified ads in the E-News! • Membership card to carry in your wallet • ARIA color logo decal for your car window
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8 7 7. Now there are lines through the vertical center of your post two opposite sides. Next, use your measuring tape and measure every 6˝ and mark with your pencil. (or you can mark every 3˝ if you want flexibility to set your jumps at 3˝ intervals such as 2΄, 2΄-3˝, 2΄-6˝ etc…) These are the marks where the jump cup holes will be drilled. 8. Take the speed square and make cross marks at these intersecting points using your pencil! Do this on both sides of your post. 9. Place your ⅛˝ drill bit in the drill and drill “pilot” holes on each cross hair Do this on both sides of your post. 10. E xchange the ⅛˝ drill bit for the 1/2˝ drill bit. Drill into the “pilot” holes with the 1/2˝ drill bit to enlarge the holes to accommodate a jump cup pin. Do this on the opposite side of your post as well. 11. Next, take your 16˝ section of fence rail and drill 2 pilot holes using your ⅛˝ drill bit, into the rail at one end. I recommend 1.5˝ from the end, and 1˝ down from the side. Take care not to drill into the internal supports of the 16˝ section of rail. See photos 7 & 8. 12. Next, mount the jump’s feet to the support post. Take the 4˝ × 4˝ × 4΄ support post and lay it on its side. Take (1), 16˝ fence rail section, with the pre-drilled holes and place it perpendicular to the bottom of the 4˝ × 4˝ × 4΄ post, thus creating the first of the four feet of the base on the support post. Use your speed square to square it up on the bottom and 14
Winter 2019–20 | Riding Instructor
10 9 on the side to make it flush. Use your clamp to affix the 16˝ section of rail to the 4˝ × 4˝ × 4΄ support post. 13. Use your ⅜˝ drill bit to drill through the pilot holes you made in step 11, into the 4˝ × 4˝ × 4΄ support post. Do not remove the clamp! See photo 9. 14. Take one of the ¼˝ × 2˝ machine screws and place a washer on it. Then poke the machine screw through the top hole on the post. This will hold the first of the four “feet” to the post. Then, place a washer inside the 4˝ × 4˝ × 4΄ post and on to the machine screw. Screw on the nut until it is “finger tight.”
16. Repeat this process 3 more times for each of the standard’s feet in a pinwheel design, and Voila’! You have a jump standard. 17. Repeat steps 5–16 to build the second standard to finish your set! See photo 10. Now all you need are jump cups and poles! You can purchase jump cups at any online retailer. You may be tempted to buy 4˝ PVC pipes, but I don’t recommend it. They don’t wear well in the weather and become brittle and can crack and splinter. Wood rails are worth the investment. Check out the Spring issue of Riding Instructor Magazine for the next installment on jump building to learn how to create your own 4˝ × 4˝ × 10΄ (or 12΄, your choice) wood octagonal poles!
TIP: Remember, “righty tighty, lefty
loosie”! 15. Place the socket wrench inside the 4˝ × 4˝ × 4΄ post, over the nut. It will fit snugly. Use the socket to hold the nut while you use the Phillips head screwdriver to screw the machine screw in tightly. TIP: When the vinyl starts to “Pucker” it is tight enough.
About the author: Dadre McCreary is a certified ARIA Level II Huntseat riding instructor, as well as an aficionado of all things equine! She was the proprietor of 2 successful schooling horse shows in the great state of Florida and an avid do-it-yourselfer enthusiast!
A Story Inside You —Bringing Your Thoughts to Paper By Didi Arias
E
lizabeth Gilbert, author of the bestseller Big Magic, writes about the transcendent world of ideas and how we should respond to them. She feels that ideas are energy life forms that live on the planet here with us, along with the plants, animals and other living beings. These bodyless ideas sort of swirl around through eternity, waiting to be taken in by someone to act upon them. The trouble is that once we meet up with an idea and if we don’t bring it to fruit, then it will go back out in to the atmosphere searching for another person to make it happen. When I read this concept it really struck a chord with me, making sense out of the sudden drives I’ve had to do things in life such as paint, dance and write. Being that I have no better thought on where ideas come from, I’ll go with with Ms. Gilbert’s. There was a moment when one of these ideas chose to thwack me; luckily I was consciously alert that day and the result was that I started writing horse riding magazine articles. There was no Big Plan or dream to write, neither do I have an academic background in the subject. Out of the blue, I felt a brain flash and so sat down and started typing away. It was so random, so sudden, that it just had to be one of those floating life forms taking up residence in my head. Maybe this is sounding a bit woo woo, but I have no other explanation. Now, after
nearly two decades at the keyboard and two awards to boast, writing has been a very rewarding, personal success. People tell me they’d love to write, but have no idea where to begin, nor do they know what to write about. My advice is simple in that you just start at the beginning and write what you know. In my mind, everyone can become a storyteller because everyone has at least one story to tell: their own. Observations, experiences, views, learned wisdoms and lessons are all things that make up the files in our personal
storytelling archives. Just living our life’s ten thousand joys, ten thousand sorrows gives us all the material we would ever need for a lifetime of writing. If you want to write, but are unsure what to write about, remember a key factor: Everyday Things Matter. If you’ve gotten this far, there is a good chance that you might actually be thinking about writing, so following are some personal thoughts on how to get started. Write daily. Not writing will not make you a writer; only writing will make you a writer, so you will need to practice it just like anything else you want to excel at. If you have ever been a diary keeper, you’ve already got a head start, otherwise start jotting down your thoughts and ideas in a journal. Be disciplined and “show up” for it—it’s kind of a date with yourself and your thoughts. Use non-writing moments to support your writing time. I usually carry a little notebook with me, or at least have my phone handy so I can write things down the moment they pop in to my head. All of my students know that I’ll suddenly exclaim “oh, that was great!”, and take a note midlesson (a place where I get so much writing fodder). They get a kick out of the fact that a concept in one of my articles may have taken root during their class. My students are also my “Idea Sparkers.” List making works well for me, so I keep a list in my computer of things I may one day write about. The notes therein may seem random and odd, but “cones”, “what if” and “underwear” all flourished in to themes for entire articles. Words and short phrases act as my fire starters, just like those little tablets you put in to the BBQ to get the flames going. As you write, your style will begin to develop. Certain topics and interests will appear and strengthen, as well as a signature use of words and vocabulary. Your written voice will come out, be it chatty, humorous, teacherly, or fact-filled reporting. Sometimes you may not recognize the sound as being your own, but let it happen as that’s the creative in you taking over the ➢
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driver’s seat; just sit in the back and go for the ride. Your views and opinions will definately also start to show their marks (just try keeping those silent—Ha!). Gain valuable feedback and insight by re-reading your work from time to time, but leave the self-critic home. The exercise is for observational and learning purposes only. In revisiting my work I have discovered forgotten turns of phrase and topics hidden within topics which can be rebirthed in to fresh works. I also think it is kind of sweet to be reunited with the self who wrote those words, sort of like rereading childhood diaries. One day you may feel confident enough to think about getting your work published either in a magazine or perhaps you have even created a book-in-waiting. Publication can be a scary thing and the self-doubt gremlins can’t wait to take over. Nobody relishes the idea of rejection, and I’m sure J.K. Rowling, Dr. Seuss and Stephen King didn’t enjoy it either. But if you want to get published, you have to persevere, many times over. There are numerous books written about getting your work published, but the how is not my task here. I do, however, recommend The Complete Guide to Magazine Article Writing by J. M. Wilson as it’s very thorough. On a lighter note, Stephen King rules on sharing his advice on how to write. I keep some of his tips typed up by my computer as reminders and I’m practicing some of them right now. How I got published was due to a lucky “Universe is Helping” moment. I happened to write a few timely pieces that I thought
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Winter 2019–20 | Riding Instructor
may be of interest to a couple of magazines, so in a reckless flash, (probably boosted by a couple glasses of wine), I looked up editor submission contacts and pressed “Attach” and “Send”. Acceptance was the injection I needed to carry on with the magazine idea, and I just kept going from there. An important piece of advice to share, whether you are writing a book or for a magazine, is to know who your audience is. If the magazine is non-specific with a varied readership, then identifying and writing towards your ideal reader will help your words resonate with a broader readership. However, if you have a very specific reader, you will need to address them as one, with a topic and in a voice that relates directly to them. What about the dreaded “writer’s block”? Fortunately I have not hit that roadblock and don’t plan to, but I do know that writing only with the thought of the money it may bring can be a huge creativity stopper. Likewise, having to create on command because of the pressure of deadlines can also put up a solid wall to your flow. You may be able to dash out the words, but they may not be your best nor your most authentic. However, some people work really well under pressure and it can become a driving force to the quality of their output; I’m just not one of them. In all honesty, your writing needs to be enjoyable for you, so do it because you love it as that will show through. You may be afraid of running out of topics, which can eventually happen if the idea shelves are not kept restocked. My artist-
turned-poet friend has a great solution to keep herself full of inspiration: she regularly takes herself on people watching dates in a variety of places (church, coffee shops, parks, train stations, etc.). She considers loud speakers a bonus as much inspiration can be overheard in their conversations. (If that is done with ill intent, that is certainly eavesdropping, but if it is done non-maliciously, then it is “Adams-dropping”, as my friend’s young daughter so logically puts it). This creative lady then makes up stories about what she has seen and heard and eventually works them in to her paintings and poems. She is never halted by a lack of inspiration as she keeps her shelves stocked to the fullest. Writing, as with anything else you are serious about, needs to be treated exactly like that: something serious. As it is inspired work, you need to learn how best to set things up for those words to get down on paper. Set aside specific time for it, without interruptions, and write in a place where you are most productive. If you really want to delve in to it, consider taking some writing classes. Writing courses are frequently on offer at night school and if there is nothing local, there are many online courses available, the beauty being that you can stay at home and sometimes work at your own pace. There is a beautiful quote from Rumi which says “There is a morning inside you waiting to burst open into Light”. I like to believe that there is a story inside you, too. About the author: Didi Arias is a Level 3 ARIA Certified Instructor and national dressage judge and teacher, who resides in Almeria, Spain.
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Moving? Official Publication of The American Riding Instructors Association
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Winter 2019–20
Book Excerpt:
Dressage School
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ADDRESS SERVICE REQUESTED
Association American Riding Instructors 28801 Trenton Ct. Bonita Springs, FL 34134-3337
by Britta Schöffmann
Build Your Own PVC dards Schooling Stan by Dadre McCreary
Don’t miss a single issue… Phone or e-mail us with your new address. (239) 948-3232 aria@riding-instructor.com
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A Lesson in Conversation By Lydia Fairchok
I
had a wonderful conversation earlier this year. It wasn’t the most intellectual, most stimulating, or most entertaining. It wasn’t with people that I know particularly well or to whom I have any deep attachment. It took place during down time at a work event (not horse-related) and involved one of the speakers from the training that I was attending, as well as the speaker’s wife. What made it such a stand-out was that this couple was absolutely masterful at the art of conversation. With several people around the table and not much in common other than our careers, I watched as they used questions and relatable experiences to make sure that no one was quiet for too long and no one felt unimportant. When someone seemed left out of a topic, either the instructor or his wife would draw them back in with a new line of friendly inquiry. The flow of conversation was gently, skillfully moderated with just the right amount of subtle teamwork and genuine interest such that everyone had a wonderful time and learned new things about one another.
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True conversation such as this is far too rare among family members, let alone colleagues. When our culture strives to proclaim its thoughts in 280-character Tweets, status updates, and memes, who takes time to practice the lost art of being a good conversationalist? An alarming number of interactions sound more like a Facebook feed discourse than people seeking to discover more about each other. In his book Didn’t See It Coming: Overcoming the Seven Greatest Challenges that No One Expects and Everyone Experiences, Carey Nieuwhof describes this modern substitute for conversation as a “string of mini-monologues” and correlates it to the sense of deep disconnection that many people feel despite technology making us more “connected” than ever before. This dynamic shows itself in
the horse industry when instructors lapse into autopilot teaching, clients hop from barn to barn, and everyone wonders why they feel so dissatisfied.
Use the Most Important Punctuation Mark Utilizing the power of conversation is not a stand-alone fix for creating engaging lessons, retaining clients, and staying in love with your work. It is, however, a significant tool that is available at absolutely no cost to every instructor everywhere. Conversation ought not to be confused with idle chit-chat or barn gossip; it is a constructive exchange of thoughts, ideas and observations that is rooted in the genuine interest of discovering the other person. It is foundational to interrogative teaching—a mode of instruction that invites students to participate in the training thought process and articulate their grasp of knowledge. Done effectively, this reinforces information that they have already had the opportunity to learn, demonstrates their ability to own concepts, and encourages clarification of any misunderstandings. Taking such a concept to the arena may seem difficult since teaching by its very nature poises itself to be a monologue. Your student has paid you to talk, haven’t they? No one ever handed over their hard-earned dollars to a professional in anticipation of a lesson where the student must provide all the answers. Conversation as a teaching tool does not mean instructing less, but it does mean crafting your delivery to create a place where learning is a dialogue, where mentoring takes priority over preaching, and where the person in the saddle is more important than the outcome of the lesson. How do you even begin to accomplish all of this? With the most important punctuation mark of all—the question mark. Appropriate questions look different depending on class size, age level, and student personality, but a few general principles apply. • Use open-ended questions. Asking a rider
whether they were on the left or right lead may tell you that they can identify the
correct lead, but it doesn’t give you any insight into whether or not they are processing the concept. Find out how they knew what lead they were on, and then follow up as needed if they have trouble developing their own thought. (What did you feel with your body? What was your horse’s balance like in the corner?) • Know your students and adjust your questions accordingly. Some are chatterboxes
who must be reminded to get back to work, and others are shy souls who are intimidated at the very thought of voicing their own observations. While one might readily answer the inquiry “How did you feel about getting back on after your fall?” the other might respond better to “When you got back on after your fall, was it easy, scary, or something else?” This modified open-ended format, borrowed from child forensic interview techniques, helps a rider find words without obligating them to choose from your list. • Don’t mistake recitation of information for interrogative teaching. Calling out a ques-
tion (“What is the rule about diagonals?”) to elicit a rote response (“Rise and fall with the leg on the wall”), is a catechismstyle tool that is useful for testing knowledge and ingraining facts, but is not related to conversation and discovery.
American Riding Instructor Certification Program
• Don’t divide a rider’s attention with questions while they are actively trying to complete an exercise. This is the time for
silence or supportive instruction/correction, not prompting self-analyzation. Ask questions during interludes when the rider can answer without sacrificing performance. • Most importantly—listen! Whatever you ask, hear your student’s answer and let it impact your next teaching decision. Thank them for sharing fears and frustrations, and tell them when you are glad they pointed something out. This will help them feel valued and encourage them to be increasingly open with you.
Nationally recognized certification for 35 years 2 National standards of e xcellence and integrity American Riding Instructors Association 28801 Trenton Ct., Bonita Springs, FL 34134-3337 Phone (239) 948-3232 Fax (239) 948-5053 e-mail aria@riding-instructor.com web www.riding-instructor.com
Take Time to Give Time Drawing your students out with questions is not isolated to the arena. Just as we teach ➢
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our riders to pay attention to their horses and develop partnership with them whether they are in the saddle or on the ground, so we can also model human investment by taking the extra time to engage our people in conversation that doesn’t directly pertain to riding. Humans have a deep need to know and be known. Learn a little about your students’ work or school, their family life, their other hobbies and interests, and their stressors. I am not advocating that you should know every personal detail of their lives, nor suggesting that a riding lesson is meant to be a therapy session; however, taking the time to ask “How are you really doing today?”—and giving your full attention to the response—is an act of kindness that does not trespass on professionalism.
stretching, breathing and positive imagery if you find out that your rider is tense and tired from dealing with her difficult boss all day? Could you point out a life lesson from the old mare that ignores the rowdy young geldings if you know that your preteen rider is feeling picked on at school? Can you explain a task with illustrations drawn from another hobby or interest that your student has talked about? Being able to relate horse concepts to other aspects of a student’s life enhances learning, thereby making you a more effective teacher. It also personalizes the coaching experience, which makes your student more likely to keep investing in you in return.
Make It Personal
Most of us do chat with our students to some extent or another, and do get to know at least general details of their lives, and most of us do seek feedback from our students as they ride. Like any tools, however, your use of conversation and interrogative teaching will become more effective when you intentionally practice and apply them. The true power of these techniques flows not just from the simple dynamic of talking with people, but from your inner attitude towards your individual clients. A student must not be merely a means to a financial end, a meter of professional success, or a checkmark on a list of goals. You must respect and care about the person in the saddle enough to value their thoughts, opinions, backgrounds, and struggles. Without this, not only will conversations fall woefully flat, but the element of compassion will be lost and burnout is right around the corner. Put some question marks to work inside and outside your arena and see what kind of results you receive over the next several months. Are your students more articulate about their observations? Are they exploring their goals and fears with greater boldness and awareness? Do they seem a little more refreshed after being at the barn, and do they tune into your directions more after you have shown interest in what they have to say? Are they learning the valuable
Investing regularly in your students in this manner leads to familiarity with their mental and emotional state, which directly impacts their riding and opens the door to more teachable moments. Might you adjust your lesson plan to include more
Show your true colors! Let people know you support the work and ideals of the American Riding Instructors Association by wearing this attractive ARIA logo lapel pin. A great gift to send along with a new membership in ARIA. $12.00 each which includes shipping. • Add an ARIA logo decal—only $5.00 ea.
Riding Instructor Magazine Back Issues Did you miss a few issues? You can order some of our past issues with a simple phone call. Prices include shipping and handling via USPS Media Mail. 4 Issues—$25.95 10 Issues—$54.95 15 issues—$75.00 Visit www.riding-instructor.com, e-mail aria@riding-instructor.com, or call 239-948-3232 to order. 20
Winter 2019–20 | Riding Instructor
Be Intentional!
life skill of engaging others in conversation from your example, and can they say with confidence that their trainer cares about them? Your students will not be the only ones to benefit. Purposefully investing in your students will help you rejuvenate your passion for teaching and avoid the dangers of burnout. Clients who feel like they matter to their trainer will be less likely to shop around for another barn. You will also earn the opportunity to construct a mentoring relationship that impacts more of your students’ personhood, allowing you to help build their character as well as their riding skills. This is critical because riders who are challenged to develop both physically and personally become better horsemen and horsewomen who are a lasting professional credit to you and ultimately a boon to the future of our industry. The way we communicate as a society is constantly changing, with each new form of “faster and better” seeming to send the previous method into the abyss of obsolescence. Conversation need not give way to the attenuated mannerisms of Facebook and Twitter, however. Even (or perhaps especially) in the age of social media, authentic, face-to-face dialogue is still the most meaningful delivery of communication and the basis for relationship. Don’t overlook the simple but compelling power of conversation and interrogative teaching rooted in genuine interest. Your students may not consciously thank you, but your investment will pay dividends as you find delight in watching your riders grow for years to come.
About the author: Lydia Fairchok is certified in Recreational Riding Level 1, and lives and teaches with her three horses in Central Indiana. Lydia segued from a full time instruction career to the field of public safety in 2014 and continues to teach a small number of students while working as a police officer and 9-1-1 dispatcher.
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Sponsor Spotlight
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GGT Footing ARIA would like to welcome back GGT-Footing as the Official Footing Supplier of ARIA!
GGT-FOOTING™ Named as Official Footing Provider to Murieta Equestrian Center California’s Premiere Equestrian and Event center is host to many events from open shows to Longines World Cup finals. GGT Footing has sponsored many shows here including the Cowboy Western Final and the California Dressage Show. GGT Footing has been used on some of the arenas previously, but now all arenas will be redone with GGT- Footing textiles. The main showcase arena will now be officially named the GGT Footing Arena! We are extremely excited to be part of this lovely facility that we have watched grow immensely over the last several years. The MEC is also host to the Western States Exposition that hosts several trade show 22
Winter 2019–20 | Riding Instructor
and educational vendors. The facility boasts five indoor arenas, cattle facilities, thirteen cutting arenas, 900 stalls, 3,000 bleacher seats and VIP seating with more improvements to come! For a closer look at the MEC visit www.murietaequestriancenter.com GGT-Footing™ is the equine footing division of Polysols, Inc. Originally based out of Germany a plant was opened in Spartanburg, SC 10 years ago to accommodate the growing needs for GGT-Footing in the United States. We also have accomplished arena builders around the world, ready to serve your every need for arena footing. Our installers now offer a full line of arena textile additives, specialty
groomers, Stall-EZ Stable Mats, arena Butterfly Matting Systems, moisture control, underwater ebb and flow systems and water free solutions. Our products are used in private back yard farms to World Class Olympic level venues. GGT-Footing is a world class product that you can afford! For more information on GGT-Footing™ Contact: Cynthia Brewster -Keating Cynthia.keating@polysols.com 864-804-0011 Visit http://www.ggt-footing.com
Wintec Saddles ARIA welcomes Wintec Saddles as the returning Official Saddle Supplier of ARIA!
The Wintec Saddles you know and love... JUST GOT BETTER! Available now from leading retailers throughout North America, the NEW and IMPROVED range from the world’s favorite synthetic saddle brand! Combining hard-wearing materials with best-in-class technology, the rage of new and improved Wintec saddles now has something for every discipline, conformation and budget.
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facilitator of CAIR 4. New, modern look with the choice to feature a pop of color with a changeable stirrup keeper that celebrates being a Wintec rider 5. Horse and Rider Technology: There are so many features and systems in saddles that can deliver a transformative result for both horse and rider. We’ve made it simple and taken the best of the best when it comes to Horse and Rider Technology, for a gold standard in horse and rider comfort you can trust… we call this HART. The new and improved range of easy-care, weatherproof Wintec Saddles is available NOW. Find your nearest retailer and join the revolution… just in time for the winter weather! www.wintec-saddles.com
CEECOACH from peiker International, Inc The CEECOACH is the perfect companion for equestrian trainers and students, allowing them to communicate effectively and easily during lessons. There is no need to yell or wait for the riders to be near the trainer. With CEECOACH’s private wireless network, people can communicate up to 500 yards away by simply talking into their connected headset without the need of any additional hardware or mobile phone networks. The Bluetooth headset connection on the CEECOACH 2 works great for headsets, wireless speakers during clinics or direct connection to hearing devices. CEECOACH devices and accessories are available at www.ceecoach-us.com and follow @CEECOACHUSA.
riding-instructor.com | Winter 2019–20
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Winter 2019–20 | Riding Instructor
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Christmas Wishes By Lydia Fairchok Illustration by Susan E. Harris
E
very young riding student knows that horses and ponies have Christmas wishes, too...why not let them help fill in the lists? We have a December tradition of hanging a blank list on each horse’s door. At our Christmas barn get-together, I fill a paper lunch sack with slips that include all manner of things that a horse might want, plus some truly silly suggestions. Students take turns drawing out a slip and attaching it to a horse’s wish list. As part of the fun, they must explain to the group why they think that horse would choose that thing. You will learn a lot about your students’ perception of your horses as you listen! For example: “Orion would ask for 100 carrots because he is always hungry!” “Sadie would ask for a day at the spa because she likes mud.” “Maggie would ask for another pony so she wouldn’t be the only one small enough to get picked on.” After the pre-made slips have been doled out, students can fill in extra blanks with their own ideas. This leads to even more
merriment as the peerless logic of children is applied to the purported desires of horsekind. When one of my students added “Port-a-potty” to the pony’s wish-list, I could not wait to hear what her reasoning was. She explained that Maggie would appreciate a private place to use the bathroom while outside—a thought process that
was based on the fact that every time we bring the pony in for a lesson, the first thing she does is urinate in her stall. If you would like a wish-list template and a ready-to-print sheet of items, email me at lrfairchok@reagan.com and I will be glad to share. Merry Christmas and Happy Holidays!
Reindeer antlers
100 carrots
New horseshoes
Trip to the ocean
New bridle
Day at the spa
Horse trailer
Flyswatter
Glitter
Warm blanket
Trail ride
Another horse/pony
Telescope
Bag of sugar
Blue ribbons
Fancy halter
Sleigh
Giant candy cane
Back scratcher
Big screen TV
Grass
riding-instructor.com | Winter 2019–20
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Success in the Slow Season By Christine Olsen
L
iving in the Chicago area, I learned early in my riding days the value of an indoor arena during the winter months. This cozy comfort is a necessary relief from months of ice, snow, and wind chill. Without this luxury some riders might choose to take a break from lessons over the season or even switch to a new barn that has better accommodations. This reflected my experience with a lesson stable growing up that was not set up for winter. Some riders (like me) waited winter out while others moved to a different barn so they could continue riding. Looking back on those days now as a riding instructor I can empathize how my instructor struggled with such a hard hit every year. Even if you have accommodations for riding during inclement weather, the bone chilling temperatures or the hectic holiday season might be enough reason for some riders to take a break. If your lesson program is impacted by winter, these are some ideas to keep your clients engaged in your program.
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activities that can be fun and educational while reminding them of the commitment they have to their riding and the time at Whether your lessons cut down or stop the stable. Creating a winter chore rotation is someall together, to have a program the following year it is essential to maintain the cli- thing I participated in and I loved it. Having ents you already have. Winter is a wonder- set days and times when your clients can ful time to have a sit down with each one come in to help with chores is a wonderof your riders (and with kids, their par- ful way to keep them coming back in and ents, too) and review the progress made making them feel like they are investing in throughout the year. Everyone appreciates your stable. Working together, even if they a progress report. Instructors tend to focus are just having fun in the snow, is still havon what needs to happen while forgetting ing fun at the farm. Most likely you have about what has already a list of to-do’s you have been done. This progress been waiting to tackreport can come in handy with riders who tend to Remember that your le. Winter is a great time to do those tasks. feel like they aren’t comThings like updating ing along as fast as othstudents look up your website, designing er riders. Additionally, during this conversation to you and if they see a barn logo, and updating paperwork can be you can talk about new goals and how they will you working hard and done from the comfort of indoors. Use your office be achieved next year. This will give your clitaking risks to reach time to get organized. In the stable, winter is a ents something to look forward to and a reason your dreams they will good time to do inventory of equipment. Look to come back. into hosting or going Some programs might be excited to a tack swap and ask enjoy things slowing some of your riders to down a bit. If you operto do the same. be in charge of the table. ate a busy program with Another task that can be travel and showing, lesdone from your desk is son and lease horses a newsletter. (A word of might like a little R & R (as well as you and your staff). This may advice on this, if you decide to start a newsalso give you time to work a new young letter, follow through and continue to put horse or take out and show a horse of your it out, even during the busiest of times, as own. Fewer lessons on your schedule don’t your clients will be expecting it.) While you might be under snow and ice always have to be a bad thing if you have other sources of revenue. However, if you there are other places that are not. Plan a want to keep your students committed to trip with some of your clients to a large your program there are a variety of non- horse event. A large horse show or expo horse events you can put on the calendar to can be a fun getaway as well as showing keep your riders coming back to the farm. your riders something to work toward. A An evening in the club room watching a farm field trip will not only inspire your horse movie with pizza is a great way to clients but will also achieve a shared expebuild team comradery. To make them feel rience. How often have you gone on a trip more involved with the farm, have a craft and come back with funny stories and night and make name plates for the les- inside jokes? Of course you cannot bring son horses. There are a number of indoor all of your clients so catalog your trip and Skijoring can be great winter fun for all—rider, horse, skijorer, and onlookers! Photo courtesy Ruaridh Ormiston, Newtonmore Riding Centre in the Scottish Highlands.
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share with everyone what was seen. This way everyone that couldn’t make it can still feel a part of the experience. Don’t forget about yourself over the winter. If you have some down time use it to your advantage by continuing your education. While encouraging riders to reach their goals, remember your own. This could be professionally or personally. Share your passion with your riders. Remember that your students look up to you and if they see you working hard and taking risks to reach your dreams they will be excited to do the same. Setting an example on its own can be a powerful motivator. Winter weather does throw us some challenges and it is up to us to find solutions. If a rider does choose to take a break through the season it is important to remain in contact so they return once the snow melts. If your whole business suffers greatly due to the weather you should consider some bigger changes. This might include an addition to, or cut of, services, or change in location. Any plan should be considered with great care. Winter can also be a wonderful season and for as long as it lasts around here it will pass faster if we look for the beauty and fun it has to offer.
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About the author: Christine Olsen has 15 years of experience in the industry as a rider, trainer, clinician, and instructor. She manages a private farm in Richmond, Illinois and enjoys sharing her passion for horses with her students.
riding-instructor.com | Winter 2019–20
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Make the Most of Your Intern Hire By Nikki Alvin-Smith Photos courtesy of the author
Will your Intern be Paid or Unpaid?
B
efore you hire an intern you should consider whether the position will be paid or unpaid. In January 2018, the Dept. of Labor issued new guidelines for establishing whether the intern was truly an intern or whether the hire could be considered an employee. The law, the Federal Fair Labor Act (FLSA), previously had a six-part test to make the distinction between the two, and while I am not a Labor attorney, as a barn owner it is important to have some knowledge of the difference. Essentially the test is designed to analyze the “economic reality” of the intern’s relationship with the employer to evaluate whether the internship is primarily for the economic benefit of the employer or primarily for the educational benefit of the intern. If the former applies, then the intern must be paid at least minimum wage. If the latter applies then the intern may be unpaid. Here are the seven factors you should consider: The primary beneficiary test is a “flexible test” with seven non-exhaustive factors: 1. The extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, express or implied, suggests that the intern is an employee and vice versa. 2. The extent to which the internship provides training that would be similar to that which would be given in an 28
Winter 2019–20 | Riding Instructor
educational environment, including the clinical and other hands-on training provided by educational institutions. 3. The extent to which the internship is tied to the intern’s formal education program by integrated coursework or the receipt of academic credit. 4. The extent to which the internship accommodates the intern’s academic commitments by corresponding to the academic calendar. 5. The extent to which the internship’s duration is limited to the period in which the internship provides the intern with beneficial learning. 6. The extent to which the intern’s work complements, rather than displaces, the work of paid employees while providing significant educational benefits to the intern. 7. The extent to which the intern and the employer understand that the internship is conducted without entitlement to a paid job at the conclusion of the internship.
Horse show experience is invaluable for your intern.
No single factor is determinative. As noted in the Department of Labor’s updated “Fact Sheet no. 71: Internship Programs Under The Fair Labor Standards Act” (https://www.dol.gov/whd/regs/compliance/ whdfs71.htm), “whether an intern or student is an employee under the FLSA necessarily depends on the unique circumstances of each case.” As you can see from above, it is imperative that you provide your intern with truly educational experiences to keep up your end of the bargain. It is not sufficient to dispatch the intern to prepare horses for riding, muck stalls and turn horses in and out of the pastures. You need to provide a structured program and time spent making a detailed plan will help you focus on areas of expertise that you can share with your intern to make the entire experience a win/win on both sides of the relationship. When you train an intern to follow your particular methods or protocol when
Interns can learn a lot by watching good riding.
working with horses, you are laying the foundation for a stellar future relationship. You will directly benefit from the intern being able to maintain a handling and training program that is consistent with your specific methods. For example, the intern’s previous experience may be to wrap a horse’s legs while kneeling on the ground. You may know that it is safer to wrap a horse’s leg from a crouched position so that if the horse moves suddenly or kicks out the handler is able to quickly move out of the way. When you teach your intern your approach with an explanation of why your method is safer, you add significant benefit to their future safety when wrapping horses’ legs and obviously further their education.
Where do you find the perfect intern? It is wise to have realistic expectations of the intern’s abilities before you start. There is no such thing as a perfect intern. But that shouldn’t stop you from trying to find one! This will depend on the duties the intern will provide and the education you can provide. If you are an advanced rider with
hot, high-energy event horses that you wish your intern to exercise when you are off showing, then evidently your intern choice will need to be an accomplished rider with confidence in their abilities to jump and gallop a horse. If you seek an intern who already has significant experience, then local colleges that offer an equestrian program may be a good place to start, but certainly be aware that entry-level college students may not necessarily have the correct level of ability or knowledge to work with your horses. Chat with horsey family and friends that may have suggestions of someone they know who might be interested in an intern position. Your peers in the horse training world are also useful resources, although if they know of someone they most likely have already snapped them up. You may find a good candidate when you are giving clinics, or choose from existing lesson students or network at horse shows and put the word out that you are looking for an intern. Start with your inner circle of folks you know and gradually work to posts on social media and paid ads in equestrian publications. It is important that you select someone whose current talent and education with horses will fulfill your needs at the beginning of your planned educational program. After that you will develop them through the further equestrian education you provide both on and off a horse. Their personality should also gel with your own. For example, if you are someone that likes minimal chat and dislikes noisy banter all day, don’t hire an intern that is evidently loud and a chatterbox. (Though this can be hard to know based on a short interview where the applicant may be nervous.)
Always check references, and remember when you call someone for a reference they are not obliged to volunteer any information. If they have been an employer of the intern, they may simply confirm (or deny), the details you already have on the resume of your potential hire, for example length of employment, job duties.
Be Fair It is important to have a contract that defines the intern’s expected duties, times/ hours of work and terms of termination of the internship. It should also include details of what training and education you will provide and obviously explain any reimbursed expenses that you may offer or payments that will be made. Keep your intern happy by constantly challenging them with new things to learn. Remember that people also learn a lot by watching others, so ensure that your behavior is always professional. Allow your intern to spend time watching others do their tasks, too - such as the vet doing a lameness exam, checking a mare for pregnancy, or you training a horse. An open line of communication is a necessity. Engage your intern to become part of your team by allowing them to attend horse shows with you. Delegate tasks that you can supervise and offer advice as necessary to educate the intern on how to work with horses in the high-pressure environment at the showgrounds. Above all, show respect for your intern and always treat them with honesty and fairness. Always address them in a pleasant tone; do not snap at them or take pressures from your bad day out on them. A simple ‘thank-you’ or ‘well done’ comment will make them shine and want to do and even better job. We all like to be appreciated, and an intern is no different.
About the author: Nikki Alvin-Smith is an international Grand Prix dressage trainer/clinician who has competed in Europe at the Grand Prix level earning scores of over 72%. Together with her husband Paul, who is also a Grand Prix rider, they operate a private horse breeding/ training farm in Stamford, NY.
riding-instructor.com | Winter 2019–20
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Legal focus
The Stable Has a “No Roving Equine Professional” Policy— Now What?
the professional’s insurer will cover the stable if it is sued arising from the wrongful or negligent acts of the professional, but some exceptions can exist). Each party should discuss insurance coverage with its own insurance agent and/or lawyer.
By Julie I. Fershtman, Attorney at Law
ing a lesson, the student’s lawyer might argue that the stable should be sued along with the roving instructor on the basis that the instructor acted as the stable’s agent or business partner – while the stable and instructor dispute this. In an effort to prevent the problem, the stable and professional can enter into a contract that details their arrangement. The contract can also include an indemnification clause through which the professional agrees to indemnify, protect, and hold harmless the stable from liabilities that may arise from the professional’s activities. The contract can also address compensation and include disclaimers. Because of numerous complexities associated with these types of contracts, the parties would be wise to consult with their own legal counsel. • Equine liability laws. As of September 2019, 48 states have passed some form of an equine activity liability law. Many of these laws require “equine professionals” or “equine activity sponsors” to post state-specific warning signs. Stables may already have the signs in place, but equine professionals can also ensure appropriate, state-specific signage is posted.
F
or decades, my articles have addressed cautions and restrictions for stables to consider when roving riding instructors ask to do business there. What if you are the independent professional, however, without a home base and who seeks to provide horse training or riding lessons at other peoples’ stables? If a stable disallows your activities there, here are a few discussion points for roving instructors and professionals to consider as you try to encourage stables to reconsider and allow you to do business there. Keep in mind that stable managers and owners differ widely on these matters. waivers/release document forms, allowThe Problem ing the stable’s attorney to approve them, When independent equine professionals with the documents including the stable seek to do business at others’ stables, liain the section where the signer agrees not bility is by far the stables’ biggest concern. to sue certain persons or entities. The sad reality is that lawyers representing • Liability Insurance. Liability waivers/ injured people have been known to direct releases are not a substitute for liability their claims or suits against all people or insurance since people who sign these businesses having any connection to the documents can, and sometimes do, file horse, the land, or the activity. While it is lawsuits. Whether the document will sucnot always easy to predict who will win or cessfully cause a lawsuit to be dismissed lose a case, one guarantee is that the cost of depends on the facts and law of a partica legal defense can be tremendous. ular matter. Where liability insurance is Protective Measures involved, the parties should be aware of a Since liability is the major few things: concern of stable owners and First, the stable’s liabilmanagers when outside proity insurance policy might fessionals seek to do business not cover activities of roving there, roving professionals equine professionals. That is, might make sincere efforts to if the stable does not provide address those concerns. Here training or lessons, chances are a few options: are possible that it sought no • Liability releases. Nationinsurance coverage for these activities. As a result, the stawide, judges in most states ble’s policy might not protect have enforced releases of it when claims or suits arise liability (also called “waivfrom the roving professionals’ activities. ers”) when they believe the documents Second, roving professionals can secure were properly drafted, presented and liability insurance coverage for their activsigned. Both equine professionals and stable owners can require everyone of ities, with policy limits acceptable to the legal age to sign their own separate liabili- stable, naming the stable and its owners ty releases (where allowed by law). Equine as “additional insureds.” (An “additional professionals can show stables their insured” designation generally means that 30
Winter 2019–20 | Riding Instructor
• Contracts between roving professionals and stables. If a student falls off of a horse dur-
This article does not constitute legal advice. When questions arise based on specific situations, direct them to a knowledgeable attorney. About the author: Julie Fershtman, one of the nation’s most experienced Equine Law practitioners, is a Shareholder with Foster Swift Collins & Smith, PC, in Michigan. She has successfully litigated equine cases in 18 jurisdictions nationwide and has tried equine cases in 4 states. She is listed in The Best Lawyers in America and is the recipient of the ABA’s “Excellence in the Advancement of Animal Law Award.” Her speaking engagements span 29 states, including the 2019 U.S. Hunter/Jumper Association Convention. Her newest book, Equine Law & Horse Sense, published by the American Bar Association, will be released in late 2019 and will be available through Amazon, the ABA, and others. For more information, please visit www.equinelaw.net
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Business matters
How to Answer “So What Do You Do?” By Doug Emerson, The Profitable Horseman
Y
ou’re at a social gathering and are introduced to people who may be prospects for your business and you become engaged in conversation. How do you answer the inevitable question, “So what do you do?” If you answer, “I’m in the horse business” you are only telling part of the story. Because more accurately stated, you are in the recreation business for people who like horses. Horses are not your customers; people who like horses are your customers. They pay for the board, the training and the riding lessons.
To take this idea a bit deeper, one of the “lemon law” for horses, but operating your things you do every day is teach. If you give horse sales business as if there was is a good riding lessons it’s obvious you are a teacher. philosophy. If you know that a horse is not But, if you also sell horses, train horses or the right match, do your best to educate the board horses are you a teacher while doing buyer about the problems and put her on a horse that makes sense. People want to buy that, too? I sure think so. If you sell horses and have a sense of duty fun, not trouble. If you train horses for to the buyer and the horse, others, you’ve noticed that you try to do a professional often your hard work and job matching up horse and future owner. This is true “People want the horse’s hard work may go to waste if the owner is especially when the buyer is not educated in how you inexperienced in the horse to buy fun, trained the horse, how to world. This involves eduuse the aids to get the most cating the potential owner not trouble.” performance from their about safety, temperament horse, and why it is imporand suitability of a horse tant to keep a steady proto the rider’s intended purgram for reinforcement of pose. Most likely you’ve seen too many situations where a novice buys a the training. You may know trainers who horse not suitable for their skill level and train horses exceptionally well, but lack the skills of teaching the owners how to take bad things happen. The teaching process is necessary for the advantage of their professional training buyer to make an informed decision about investment. A horse trainer who is also a the purchase. The education you provide as teacher gets results. If you board horses, you may never cona professional horseman is often an unappreciated service. Thankfully, there is no sider yourself a teacher until you stop and
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think about what you are paid to do. You are charged with the responsibility of caring for your customer’s horse. You know when the symptoms of colic appear, you recognize stocked up legs and you know when the farrier is overdue for a visit. The owner looks to you for education for health issues, general horse care and guidance with all types of problems. After all, you are the expert and have an obligation to your customers to teach them how to have more pleasure and less pain with their horses. Good teachers recognize the different types of learners: audio, visual and handson, and the best ways to help them. They read body language, listen carefully and sense frustration. Good teachers encourage continuing education and help those who want to be helped. The next time you’re asked, “So what do you do?” you may want to respond that you’re a teacher. And the follow up question to you is almost always “who or what do you teach?” The follow up question is your invitation to expand on how you teach and help your customers have more fun and less stress with horses. You’ll see fear begin to melt and be replaced with trust and confidence in your teaching skills. Then the prospect will engage freely with questions about how you can help them with their challenges. About the author: Doug Emerson writes, speaks and consults about running a profitable horse business. His favorite method of helping professional horsemen is through one day workshops focusing on the business half of the horse business. You can find out more at: www.ProfitableHorseman.com
Give a Gift that keeps on Giving —All Year long! Send a year’s membership in ARIA to a friend. Just call 239-948-3232 or email aria@riding-instructor.com
➢ continued from page 9 likely to experience more unhappiness issues with boarders. For example, at the World Equestrian Games in Tryon, NC this year, the inclement weather forced the cancellation of the dressage freestyle, as the competitors did not wish to utilize an indoor space that was set up with footing for barrel racing. The footing was simply too deep for the safety of their dressage horses. If your facility is being utilized across multiple disciplines, issues with footing, the presence or absence of show jumping fences, the availability of quiet space for dressage riders without barrel racers galloping around the ring, are just some of the conflicts that may all enter in to your world. It is a lot easier to manage a boarding barn with one or two complementary disciplines, than to work across a variety of disciplines. In conclusion, it is easy to narrow down the areas of possible conflict by following these few simple suggestions. A conflict avoided altogether is always the best option. But if you do experience management issues with a difficult boarder, you will be in a strong position to alleviate any discontent if these protocols are in place.
About the author: Nikki Alvin-Smith is an international Grand Prix dressage trainer/clinician who has competed in Europe at the Grand Prix level earning scores of over 72%. Together with her husband Paul, who is also a Grand Prix rider, they operate a private horse breeding/ training farm in Stamford, NY.
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Wise Words “Competence means that we set ourselves, and our horses, up for success by adequately preparing before trying new things. Do we have the skills we need to perform the task we are asking the horse to do? These may include simple things—like handling our tools in both hands with equal ease—which can help a lot when playing with horses at liberty. Under saddle, competence still matters, because our riding skills can help or hinder our horse.” From The Art of Liberty Training for Horses by Jonathan Field. Jonathan is featured in the new edition of How Good Riders Get Good by Denny Emerson, published by horseandriderbooks.com
riding-instructor.com | Winter 2019–20
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Cameo’s cauldron
… in which Cameo Miller stirs her thoughts and ideas to see what rises to the top.
Diane is a stable owner in my area who is parents who offer to help with something around the barn at times. Even little kind- always giving gifts—her expressed mission nesses like holding a door open for some- is to make horses available and affordable one or bringing their bridle out with your to those who really can’t afford them (and it’s also just the kind of person she is). She own is really a gift. I have already written a whole article has given so much to me and to the people about how wonderfully kind our horses who ride at her stable, for so many years, and with not nearly as much are. A hundred times each appreciative praise as she day they give us and our deserves. Which is another students gifts of kindness, patience, and stoic endur- ..how wonderfully point we must consider. So often these gifts are overance that is immeasurable. As long as there isn’t anger kind our horses looked or ignored, or even expected, because that’s or malicious intent, they just the way that person will put up with so much are. A hundred or horse is. Try an experithat they really do not and ment for one week, or even should not have to—but they times each day for one day. Consciously be give this to us over and over again. Even the ones who they give us and aware and look for all the gifts you see around you. aren’t school horses put up No matter how you think with us when we unintenour students people should be, recognize tionally do something that is hurtful to them or puts them gifts of kindness, that they do not have to act in any certain way. Then be in situations they clearly aware of the actions of the would rather not be in. And patience, people (and horses) around the worst we usually get in you. How many gifts do you response is some resistance and stoic find? Some people also call as they make their impression known to us. endurance that is these “acts of kindness”, but sometimes that implies These are all gifts that we give and receive all year immeasurable... something which is out of the ordinary. These count long, not just at Christmas too, of course, but I’m spetime. Sometimes we overcifically talking in this artilook things that happen routinely, or we don’t discern their impor- cle about all the things which are done routance because they become expected and tinely, and which we may have begun to just ordinary. We don’t recognize kindness or take for granted. You have the choice every second of every a smile, or a million other small and large things as gifts. But they are. We all know day to be kind or unkind; to give or withpeople who are sullen, pessimistic, and hold your gifts. You have the choice to ungrateful; people who are not helpful to appreciate or take for granted the gifts othanyone. Those who believe it is all one ers give to you. Christmas is a time of givway—they take from everyone else and give ing presents. Life is about determining what little or nothing back. Those who tie every- you are going to do about giving gifts. thing they “give” to a price that is expected in return. A true gift has no strings and no “price”—it is just given. And we all have the choice of how we are going to be every sec- About the author: ond of every day. No one is required to be Cameo Miller is a Masters-level clinical psychologist and a Level IV ARIA Certified Instructor based either nice or sullen. We each choose how in Michigan. She is a member of the ARIA Evaluation Panel and National Riding Instructors Convention Staff. we are going to behave.
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Gifts By Cameo Miller Illustration by Bethany Caskey
T
his issue of Riding Instructor comes out about Christmas time, which leads me to think about gifts. Not the kind that we put into boxes and wrap up, but a different kind of gift that we give to others and that they give to us. The gift of patience we give to our students as we repeat something for the 10th time because they have forgotten as they concentrate on something else. The gift of patience we expect from them as they struggle to grasp a skill they are having trouble with. And the extraordinary patience our school horses gift to both of us as they put up with the unintended abuse from unskilled riders. The gift of our smile and praise when a student finally really “gets” something, or their beam of joy when they really feel it for the first time. The gift of encouragement that our students can give to each other when one of them is having a particularly difficult time. The gift a parent can give by picking up someone who would otherwise have trouble getting to lessons. Students or
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