Riding Instructor magazine Fall 2023

by Janet Forster

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“It is in the daily work that the strongest bonds are created, every day you improve something. Wintec saddles are very light and fully adjustable making them ideal for training, as you progress step by step.”

-Isabell Werth World Dressage Champion

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Fall 2023

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ARICP Advisory Board

Debi DeTurk Peloso

Denny Emerson

Julie I. Fershtman, Esq.

Charlotte Brailey Kneeland * Founder

Gayle Lampe

Sarah Sliva, MD

Linda Tellington-Jones

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5 6th Annual Guide to Colleges, Universities and Schools with Equine Programs

5 William Woods University

7 Delaware Valley University

9 Seven Reasons Your Students Aren’t Listening to You (And What to Do About It)

By Lydia Fairchok

13 Sport psychology

The Ripple Effect of Teasing: Unpacking the Impact

Laura King CHt, NLP & Performance Coach

17 Legal focus

When Riding Instructors Use Others’ Horses in Their Lesson Programs: Know the Risks and Plan Ahead

By Julie I. Fershtman, Attorney at Law

20 Business matters

Obstacles for Everyone - Part 2

By Carol Gordon, CPA

22 Loaned and Donated – Gifted School Horses

By Didi Arias

24 Business matters Time to Expand Your Business: Hiring a New Riding Instructor

Written By Shya Beth

26 Cameo’s cauldron

SCIENCE FINALLY PROVES THAT… By Cameo Miller

27 Sponsor Spotlight

28 “Grit to Finish” By

Ric. Sutton

30 Training and Riding Senior Horses: A Guide to Care and Considerations By

Janet Forster

6th Annual Guide to Colleges, Universities and Schools with Equine Programs

Instructors have the distinct opportunity to share with their students many aspects of equestrian life. This can apply to continuing education! Here are several schools that offer equine programs your students might be interested in.

William Woods University

What degree or certificate programs are offered?

• Bachelor of Science

• Majors: Equestrian Science, Equine

Administration and Equine General Studies

• Minors: Equestrian Science, Equine

Administration, Equine Media

• Master of Education in Equestrian Education

What riding disciplines are available?

Hunter/Jumper Dressage

Western Saddle Seat

Are there pre-qualifying criteria for students wishing to enter your program?

All students must meet standard William Woods admissions requirements for admission.

Are there continuing education or non-degree options offered?

Not at this time

Are the horses owned by the school, students or others?

The horses are owned by William Woods and donated from all over the United States and beyond.

What equestrian-related extracurricular activities (clubs, teams, etc.) are available?

• Western Club

• Dressage Club

• Hunter/Jumper Club

• Saddle Seat Club

• Paddock Club (all disciplines)

• Intercollegiate Horse Judging Team

• Pre-Veterinary Club

Are scholarships available?

William Woods offers a broad range of scholarship opportunities including those for academic merit, campus involvement, diversity and inclusion, and more. None are specific to the equestrian program, but all students are offered some form of scholarship through the Office of Admissions.

What makes this school special?

William Woods was the first institution in the country to offer a four-year bachelor's degree in equestrian science. We are a microcosm of the horse industry and have been producing professionals in the industry for many decades!

What tips do you have for potential students?

Keep an open mind about your best fit for a successful career with horses. We work hard to expose students to many facets of the industry and make them as marketable in different parts of the horse world as possible. Keep an open mind about disciplines or breeds new to you and be ready to make a positive impact on our industry!

www.williamwoods.edu/eqs

from our nationally-acclaimed equestrian program

» The first university in the U.S. to offer a four-year degree in equestrian science and the only one in the U.S. with all four riding seats!

» Advance your teaching career with our online M.Ed. in Equestrian Education degree

» Compete at national shows and world competitions

» Gain hands-on experience at our on-campus equestrian center, including 3 riding arenas and over 100 horses

williamwoods.edu/EQS

Show competitively

North America’s Premier Equine Exposition & Equestrian Gathering

NOV. 9-12

W.SPRINGFIELD, MA

Eastern States Exposition

The 2023 Equine Affaire offers horse people of all disciplines, all breed persuasions, and all skill levels unparalleled opportunities to learn, shop, network, and celebrate the horse!

Gain hands-on experience

Questions? 800.955.3159 | admissions@williamwoods.edu

THE NAME TO KNOW IN EQUESTRIAN STUDIES SINCE 1924

DELAWARE VALLEY UNIVERSITY

What degree or certificate programs are offered?

• Degrees in Equine Management with specializations in Equine Business Management, Equine Instruction and Training, Equine Media and Communications, and Equine Assisted Therapies

• Degrees in Equine Science with specializations in Pre-Professional and Breeding

• Associates Degree in Equine Management

• Equine Massage Certificate Program

What riding disciplines are available?

• Hunt Seat Equitation

• Dressage

• Jumpers

• Western

• Carriage driving

Are there continuing education or non-degree options offered?

• Equine Massage Certification

• British Horse Society certificates

Are there pre-qualifying criteria for students wishing to enter your program?

No! All students are welcome!

Are the horses owned by the school, students or others?

DelVal riding and breeding horses are made up of a combination of leases and donations.

What equestrian-related extracurricular activities (clubs, teams, etc.) are available?

• Varsity Hunt Seat IHSA team

• Varsity Dressage IDA team

• Club Western IHSA team

• Equine Club

• Pre-Vet Club

• Carriage Driving Club

Are scholarships available? Yes! DelVal offers competitive academic scholarships to qualifying students. Additionally, the equine department offers a Pony Club scholarship to students with a C rating or higher.

What makes this school special?

At DelVal, you will apply what you’re learning and gain valuable knowledge and experience in equine science and management.

Our on-campus equine facilities (just a short walk from the residence halls), including

our Equestrian Center and Breeding Center, are utilized as classrooms for our students, offering the opportunity to experience hands-on learning.

We have a study abroad program with Hartpury College in England, which is a unique and highly beneficial opportunity for our equine students.

Our equine academic advisors can help you plan academic courses and the hands-on opportunities you will need to stand out as you apply to career opportunities or veterinary school.

What tips do you have for potential students?

Come visit the DelVal campus and take a tour of our on-campus equine facilities! Contact

Building Champions

At DelVal, we focus on hands-on learning and real-world experiences to prepare you for success in the equine industry.

WE OFFER:

• On-campus Equestrian and Breeding Centers

• Nationally ranked IHSA and IDA Teams

• British Horse Society Testing Center

EQUINE DEGREES:

Equine Management

• Assisted Therapies

• Business Management

• Instruction and Training

• Media and Communication

Equine Science

• Breeding

• Pre-Professional

Seven Reasons Your Students Aren’t Listening to You (And What to Do About It)

By Lydia Fairchok

“Sit up and circle!” You cup your hands to your mouth and call across the arena as you notice a rider getting out of balance. Her horse is way too fast and heavy on the forehand at the trot, but your rider doesn’t circle. “Tasha, sit up and circle. Left rein! LEFT REIN!” You may as well be speaking Swahili. The horse collapses into an awkward eggbeater of a canter with Tasha clinging rigidly to the saddle,

not at all prepared and not at all circling. Fortunately, her horse only canters a short distance before breaking back into a trot and veering sharply into the center of the arena, where Tasha regains control. A situation that could have ended badly amounted to nothing more than a bit of excitement—but it could have been avoided entirely if Tasha had circled when you told her to do so.

Later, Abby arrives for her lesson. Abby is a new adult client who claimed to have a lot of experience when she signed up, but things aren’t going so well. She is struggling with lower-level exercises and blames the horse for the problems. Abby obviously misses her own gelding who passed away after being her only ride for more than a decade. She is full of stories about their self-taught accomplishments together, like jumping

massive fallen logs and navigating difficult trails, but her recollections do not match the current difficulties you are seeing play out in the arena. You are both getting frustrated, and you are not sure how many more times you can stand to hear her say, “I’m doing what you’re telling me, but he’s just not listening! My horse wasn’t like this.” You think Abby overstated her skill level and isn’t taking your instruction seriously.

Your quandary with Abby is nothing compared to the mental taxation of dealing with Catalina, though. Per usual, this chatty fourth grader takes up more than her fair share of your brain. She needs twice the reminders of the other students in her class. Some days it is more exhausting than others to tell her over and over again to sit straight, keep her heels down, check her diagonal, etc., etc. It isn’t that she can’t do these things—once you remind her, she shapes up. Unfortunately, she doesn’t put any effort into staying shaped up and you find yourself correcting the same things during the next exercise. Catalina is dying to learn how to canter and her mother has recently made comments that make you think she is unhappy with her daughter’s lack of progress, but you can’t comfortably advance Catalina until she shows more commitment to paying attention.

If any of these scenarios sound familiar, you are already well aware that students do not always do what we tell them to do. You may have riders who, like Tasha, shut out emergency direction, or frustrating customers like Abby who insist the horse is the one who isn’t listening. Others may remind you of Catalina, the chronic space cadet who must be told everything over and over. At best, it is frustrating for you to wonder why someone would exchange their hard-earned cash for the opportunity to ignore your advice; at worst, people or horses get hurt or develop detrimental habits.

So what drives rider disregard? Each client is unique and the answer varies from person to

person and circumstance to circumstance. All instances of disregard are worth examining because they expose important information about the rider’s learning style, skill capacity, or response to pressure. These seven common reasons behind riders who “just aren’t listening” are thoughtful starting points for overcoming roadblocks and ensuring everyone continues to move towards their full potential.

1.They understood what you said, but not what you meant. As a dear friend of mine likes to say, “Words have meaning”. This may be true, but it doesn’t mean we all have the same meaning for those words. What does your rider picture when you tell them to half-halt and apply the inside leg? Do they think you mean to use the aids simultaneously, or sequentially? How much pressure do they envision? What looks like a failure to comply may actually be a failure to correctly apply. Prior bad habits or innocent misinterpretation may affect a rider of any level, and even

if you have taught things a certain way in the past there is no guarantee the rider remembers that information now. Take the time to preemptively review concepts before building on them, walk through new skills step-by-step, physically demonstrate appropriate cues to the rider by moving your body or theirs (with permission, of course!), and ask students to articulate instructions back to you. These efforts will cover the gap between the messages you intend and the messages your students receive.

2.They are guessing. In a sport that relies heavily on proprioceptive feel between two moving creatures, riders must develop the ability to know for themselves if they are doing something properly. When this ability is absent, students become strategic “guessers” who hope for the best and rely on your feedback to know whether or not they need to change a diagonal, bend more in the corner, or try again for that correct lead. They may seem competent with skills that have clear parameters (i.e. staying on the rail, where the proximity of the fence is easy to measure against) but require frequent verbal maintenance with more abstract skills (i.e. keeping the horse’s body straight while staying on the rail, where there are fewer visible cues to determine success).

Guessers come across as careless, lazy, or unmotivated because they do not make adjustments until specifically told to do so. They also sometimes do guess correctly, which reinforces the (false) idea that they are passingly proficient in a skill and their shortcomings must be entirely self-inflicted. In reality, a student who constantly guesses has consciously or unconsciously outsourced their proprioception to an external referee— you—and is often reluctant to admit they cannot independently determine right from wrong. Such riders need specific coaching in tangible benchmarks (“You can notice whether or not your horse’s body is straight by….”) so they can develop their own confident reference points for good

“

The key is to drive specific bargains that both acknowledge their goal and address their responsibility to meet it honestly.

performance. When they are no longer chronically guessing, you will no longer be chronically correcting.

3. Their skills are not adaptable. Just like the guesser can fool you into thinking they understand a concept, an unadaptable rider seems capable but actually coasts through skills with superficial proficiency that doesn’t hold up to challenges. This usually stems from riding only horses who are a little too good at their jobs, such as those who take their leads “automatically” or have very reliable “whoas”. It can also arise when the rider lacks experience with a variety of horses and has developed their own familiar way of doing things on an isolated number of mounts. Superficially proficient riders are different from guessers in that they do know what the outcome should feel like but struggle to get there in specific situations.

These riders are also more likely to blame the horse for some or all of the issue. To their credit, it is confusing to find that what works with one mount doesn’t always work with another, although they must learn not to accuse the horse. Getting frustrated with a student in this position or merely telling them to try the same things again is not helpful; you must address the difference between horses without making the rider feel belittled, then identify ways for the rider to be more effective in the present moment.

4. Adrenaline has hijacked their system. When the body is under acute stress, adrenaline is released and the senses can become “tunneled”. Peripheral vision shrinks, parts of the body may feel numb or trapped in slow motion, and hearing can decrease to the point that your instructions go legitimately unheard. This is because the brain temporarily shuts down its more complex functions (like auditory processing) and actually diverts blood flow away from “unnecessary” places (like the inner ear) in order to better supply other areas with oxygen. You can think of this like your smartphone entering critical battery saver mode: Some applications are prevented

from running in the background in order to conserve power for the most important activities.

Not all adrenaline dumps are acutely stressful enough to block out sounds, but even if your student can hear you the strong muscular reflexes of adrenaline may make it virtually impossible to comply with your instructions. Also bear in mind that the definition of “acute stress” varies from person to person, so the magnitude of the event is not a reliable indicator of the magnitude of the adrenaline dump. Keep talking to your clients during scary moments, but also educate them in advance about the effects of adrenaline and help them develop muscle memory for correct responses to common surprises. Helping your students know what to expect from their bodies will not prevent all adrenalinerelated attention lapses, but it will allow you both to move past them with maximum safety and minimum misunderstanding.

5. They are neurodivergent. The term “neurodivergent”refers to those whose mental or neurological function is not typical of most brains. While this may bring to mind the kind of life-altering impairments associated with therapeutic riding, there are many wonderful horse people with conditions beyond their control who are nowhere near meeting the criteria of hippotherapy programs. Neurodivergent brain considerations such as autism, sensory processing issues, anxiety disorders, ADHD, and OCD may already be doing just fine in your arena without you even knowing they are there…or they may come with challenges that seem an awful lot like careless inattention.

Unfortunately, you cannot rely on the rider (or their parents) to disclose special considerations to you. This may lead to situations where a rider becomes “stuck”. I remember one young lady in particular who, despite being a bright and eager student, stalled out on basic skills. Her recall of informa-

tion was excellent, but her application was poor. She could not keep up with the class and was becoming discouraged as her peers moved on without her. I was discouraged, too; why couldn’t I get through to this kid? Her grandmother was always the one who brought her to lessons, but eventually I met her mother and was immediately informed that the rider was autistic. The grandmother made a practice of not telling people about her granddaughter’s diagnosis out of fear that the girl would be treated differently. Fortunately, the mother understood that I would be better able to work with her daughter if I knew as much as possible about her needs, and that is exactly what happened! While it is never appropriate to try to “diagnose” your students, it is helpful to educate yourself about different neurodivergent learning styles and have strategies for engaging a variety of minds. What seems like “not listening” may be a sign of a person who just listens differently.

6. They lack maturity. Corner-cutting, fantasizing about reaching the next skill set, and lack of attention during foundational exercises are the hallmarks of immature riders. They may also yearn after fancier horses or equipment, grumble about lesson plans that don’t seem glamorous, or pout when they do not get to do skills they think they ought to be doing. These are often very motivated riders who long for the next level, but they are so distracted by their desire to get ahead that they disregard the “boring” details that would actually advance them.

Give these clients an opportunity to understand the value of fundamentally correct training, but don’t compromise your standards to keep their monthly check and don’t be hard on yourself if they walk away in search of instant gratification. If they’ll stick around to hear it, tough love and clear standards are the way to get through to these tricky customers. The key is to drive specific bargains that both acknowledge their goal and address their responsibility to meet it honestly. For example, “Max, I know you

want to jump higher. I want to see you get there, too. At this point your progress is entirely up to you, though, because until I see you keeping a steady leg and using your release properly at least three lessons in a row, I can’t let you try anything higher.” Of course, not every advancement will be quite so cut and dried, but having conditions allows you to outline exercises to get the student there and reward their progress accordingly.

7. They are actually content right where they are. For all that immature riders are inattentive in their hurry to get to the next level, complacent riders can be difficult to engage because they are not in a hurry to get anywhere. They may seem unmotivated, lack drive, and be totally unconcerned if they don’t do something right. The most defining feature of a complacent rider is that, unlike immature riders, their effort (or lack thereof) is not in conflict with their desires. This kind of rider raises an important question: What is your student really looking for out of their riding experience? A perceptive instructor balances the rider’s individual goals against traditional expectations of progress and acknowledges that for many people, “good enough” is…good enough. Check in with these riders to make sure you are not overlooking unexpressed goals, but don’t pressure them to move on if it is not in line with their current sense of enjoyment.

Determining factors that drive rider disregard is not a linear process, and clearly not all causes of inattention are negative, although they are all informative. In a simple world, there would be a predictable way to identify the root of each factor and every distracted rider would fit neatly into one category with one solution. Alas, real people and real problems are much more complicated than that! Catalina, who featured in the scenarios above, is based on a real rider who struggled with both ADHD and a being a habitual guesser. Abby is also based on a real client. She was hindered by an unadaptable skillset from riding only one horse, and upon closer examination had incorrect un-

derstanding of what certain instructions meant. Tasha’s disregard stemmed from acute stress, but a situation like hers often results from other distraction coefficients.

Compound problems require compound solutions. Always begin by asking students to articulate their interpretation of cues or concepts. Talk to them (or their parent, if applicable) about their learning style, and normalize the idea of reviewing “basic” material often. Arm yourself with knowledge about the educational needs of different brain types, discover your students’ relevant goals and histories, and refuse to assume the worst about a person’s inattention issues.

It is true that riders who disregard your instructions are frustrating at times, but every time you dig deeper behind a difficult behavior, you learn more about your clients and open the door for them to learn more from you. Replace exasperation with curiosity and keep delivering the best horsemanship experience each client is able to receive. Don’t let someone else’s inattention distract you from your true goal.

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.

The Ripple Effect of Teasing: Unpacking the Impact

Laura King CHt, NLP & Performance Coach

Dealing with drama in the barn – and at shows – can be challenging and stressful. Whether it’s conflicts between boarders, disagreements with the barn manager,

issues with horse care, or show nerve blowHumor is a powerful social tool, capable of fostering connections, breaking down barriers and providing much-needed relief

from life’s challenges —especially barn challenges. There are times at the barn when we know that if we don’t laugh, we will surely cry and, face it, horses and the situations they place us in are often comical.

However, there’s a fine line between playful banter and hurtful teasing. What may have started as gentle nudging can quickly turn. When an individual becomes the target of a joke, the repercussions can extend far beyond the initial laughter. This article delves into the profound effects of being the brunt of a joke and unpacks the consequences of teasing while shedding light on the emotional, psychological and interpersonal consequences that often go unnoticed. I’ll also provides some suggestions to turn that lack of awareness and negativity into something positive that can help bring your barn family together.

The Initial Impact

At first glance, a teasing joke might appear harmless and just a bit of lighthearted humor among friends or colleagues. However, for the person at the receiving end, the experience may be start out funny but the outcome can be quite different. Have you ever been the brunt of “group tease” that had run its course of being comical (at least to you!) and you just wished they would give it up already? Teasing can trigger feelings of embarrassment, shame and humiliation, which can erode an individual’s selfesteem and self-confidence. As trainers, we want to lift others up and let everyone know they are worth it; they are perfect enough. Make sure that your teasing is gentle and watch for cues and clues that it’s time to turn to nurturing.

An Emotional Roller Coaster

Teasing can stir up a whirlwind of emotions within the targeted individual. Over time, these emotions can evolve into resentment, anger or sadness. Psychologically, teasing can erode an individual’s self-esteem and

confidence. This psychological toll can have long-lasting effects on a person’s mental well-being, potentially leading to anxiety, depression or even self-destructive behaviors.

Physiologically, teasing can trigger stress responses in the body and individuals may experience an elevated heart rate, increased blood pressure, and heightened levels of cortisol, the stress hormone. These physiological reactions not only impact immediate well-being but can also contribute to long-term health issues.

Another unwanted outcome of over-thetop teasing extends beyond the targeted individual. Witnessing someone being brought down creates a toxic environment around the barn that perpetuates negativity and diminishes empathy within social circles. This behavior becomes normalized and may encourage others to engage in similar actions toward different individuals.

Impact on Relationships

Beyond the individual’s emotional wellbeing, being the brunt of a teasing joke can strain relationships. What might start as good-natured ribbing can escalate into a pattern of hurtful behavior that damages trust and respect. In group dynamics, the individual might withdraw to avoid becoming a target, missing out on valuable social interactions with barn friends and colleagues or cause them to limit time with their horses.

As professional trainers, we want to be sure we help our students become the best they can be physically and emotionally. We know that horses can have a positive effect on people and we should strive to make the barn a safe haven and welcoming place for all. Team building activities like a stall-side pizza party or a build-your-ownsundae event can bring together trainers, students, boarders and staff in a stress-free environment and we horse people tend to love food and a party.

Self-Perception and Identity

Teasing jokes have the potential to shape how an individual perceives themselves. Being consistently nudged about a particular trait or characteristic can result in internalizing that negative perception. This phenomenon, known as the “teasing identity,” can lead to a skewed selfimage and hinder personal growth. Some individuals may develop resilience and a sense of humor as defense mechanisms while others may view this gentle ridicule as micro-aggression and become preoccupied with trying to avoid further focus while sacrificing their authenticity and growth.

When our natural reaction is to tease, it can create a ripple effect that perpetuates negativity and potentially harms others.

However, we have the power to break this cycle and choose more positive ways to express ourselves. Instead of teasing, we can practice empathy and understanding. Taking the time to listen and validate others’ feelings allows for open communication and promotes a sense of unity. Additionally, offering genuine compliments or words of encouragement can uplift and create an atmosphere of positivity.

Another alternative is using humor in a lighthearted manner that doesn’t target or belittle others. Playful banter can still bring joy without causing harm or discomfort.

Expressing gratitude and appreciation for others is a powerful way to break the cycle of teasing. Recognize your students’ strengths, accomplishments and unique qualities, and let them know how much they are valued. This not only boosts their self-esteem but also encourages a more supportive and uplifting environment for everyone involved.

Promoting positivity through acts of kindness can have a profound impact on breaking the ripple-effect cycle of teasing. Compliment others genuinely, lend a helping hand when needed or engage in uplifting conversations that uplift others’ spirits. Volunteer together as a group outside of the barn to encourage teambuilding and to foster good feelings.

Natural Laws of the Mind

In my book, “Perfect Enough,” I discuss the Natural Laws of the Mind. These laws describe the unequivocal truths about how our minds work and can help you understand and redirect how you engage with your students.

Law #1 is “What You Think is What You Get.” When teasing is allowed to continue unabated, the brunt of the “joke” begins to believe what is being said about them because an image placed

“

Recognize your students’ strengths, accomplishments and unique qualities, and let them know how much they are valued. ”

in the subconscious mind develops into reality with absolute accuracy. Therefore, someone’s idea of a joke may take up residence in your client’s head. Change the script to one of positivity to stop those negative thought processes.

Law #2 is “Every Thought Causes a Physical Reaction.” Your thoughts affect all the functions of your body and could lead to increased adrenaline in the body, anxiety, fear and even ulcers. It’s a law that you will become what you dwell upon. No joke is worth harming someone physically.

Law #3 is “Imagination is More Powerful Than Knowledge.” Reason is easily overruled by imagination. The person being teased may imagine that what you’ve said is, indeed, true, and since imagination is more powerful than the knowledge that you

mean it as a joke, she will believe what her imagination tells her.

Law #4 is “Your Habits Are Your Life.” If you are a jokester or lean toward sarcasm, perhaps today is the day you can begin to change those habits and become a positive influence in someone’s life.

Law #5 is “Don’t Breed Negative Thoughts.” This means that the more you concentrate on your failures, the more likely you are to fail. And once those thoughts become firmly entrenched in your mind, your body will begin to create the behavior to support your thoughts Strive to be the riding instructor who plants thoughts that can lead to their success.

Law #6 is “Attitude is a Matter of Choice.” This is the way you look at life. You can

choose to change your attitude and change your life as well as your students’ lives.

Law #7 is “Reactions Must Be Managed,” meaning that just as you can manage your attitude, you can manage your reactions.

Law #8 is “Thoughts Must Be Kept Alive.” Your mind cannot hold a thought and simultaneously hold an opposing thought. In other words, only one idea can be entertained at a time. But the longer a thought remains in your head, the more opposition there is to replace it with a new idea. So, don’t subject your barn friends to longterm teasing; you don’t want those negative thoughts to take up permanent residence in their head.

Law #9 is “Have an Attitude of Gratitude.” What you put forth comes back to you, and

takes a few minutes to protect you and your business by applying online for a Markel equine liability insurance quote.

Madeline & Freddy, Instructed by Liz Briggs

usually when it does it has gained mass and momentum. In other words, what goes around come around. Therefore, if you develop an attitude of gratitude and look at life in terms of all you have to be grateful for, you’ll start seeing more to be grateful for, focusing on positive things and more positive things will then be attracted to you.

In “Manifest Your Destiny,” a book by Dr. Wayne Dyer published by Harper Collins in 1997, he writes, “Gratitude is a way of experiencing the world with love rather than judgement.” Try having your own profound attitude of gratitude and radiate that love throughout your barn.

Breaking the Cycle

It is crucial for your barn family as a whole to recognize the detrimental effects of teasing and work toward fostering an environ-

ment that promotes kindness, respect and inclusivity. Aim toward uplifting rather than tearing down. It’s important to recognize the impact of words and actions on others. Consider the Natural Laws of the Mind and take some of my suggestions to heart. Remember, breaking the ripple-effect cycle of teasing requires conscious effort and self-awareness. By choosing positive ways to express yourself, you can contribute toward building healthier relationships based on respect, empathy, humor and gratitude.

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About the author:

Laura King is the Director and Founder of Summit Hypnosis and Wellness and is a Certified Hypnotist, NLP Practitioner, Life Coach, and Sports Performance Coach. Laura has written and published several books and workbooks, including ”Power To Win” for equestrians and “Perfect Enough,” a guide to help you evaluate your perceptions and experiences around vital areas of your life.

When Riding Instructors Use Others’ Horses in Their Lesson Programs: Know the Risks and Plan Ahead

by Julie I. Fershtman, Attorney at Law

Not all riding instructors have the right number or mix of lesson horses so they sometimes ask others to lend horses to use in lessons. Although these arrangements seem simple, they can bring great risks for both instructors and horse owners. Here are a few:

• If a student is injured while riding or handling the borrowed horse, a lawsuit could follow against the instructor and the horse owner.

• Even if an instructor uses a release of liability (where allowed by law), the document probably says nothing about

protecting owners of horses used in lessons.

• Instructors’ liability insurance policies probably offer no protection to owners of horses used in lessons.

• Individual horse owners often have no liability insurance of their own to protect themselves against claims or lawsuits related to their horses.

For Horse Owners

Before agreeing to allow an instructor to use your horse in a lesson, consider some options, such as:

• Instructors Liability Insurance. Horse owners can require instructors to name them as “additional insureds” on their commercial and/or professional liability insurance policies. Make sure that the coverage is appropriate for the planned activities and that the coverage is issued by a reputable insurance company with acceptable limits. (Keep in mind that those listed as “additional insureds” under liability insurance policies usually cannot make claims of their own against those policies; a knowledgeable insurance agent can explain this further.)

• Buy Your Own Liability Policy. Regardless of whether the instructor has liability insurance, horse owners can purchase policies of Personal Horse Owner’s Liability Insurance (sometimes called “Private Horse Owner’s Liability Insurance”). This type of insurance is generally de-

signed to protect horse owners (and possibly others that the owner may designate) if someone is hurt while riding, handling, or near the insured horse. This is not equine mortality insurance. The owner’s application for coverage would notify the insurer that the horse is being used in a lesson program. Discuss with your insurance agent whether the policy has a “business pursuit” exclusion and, if so, how that could impact coverage for your arrangement.

• Insist that the Instructor Use Acceptable Waiver/Release Documents (Where Allowed by Law). Because horse owners are targets for lawsuits if someone is hurt, a liability waiver/release document could be especially important. Have your lawyer review the instructor’s release form and ask to be included in the section where signers agree not to sue certain listed or described people and entities. Consider having everyone of legal age who will ride or handle your horse to sign your own separate waiver/release document. And remember that a waiver of liability is not a substitute for liability insurance.

• Impose Conditions on the Arrangement and Get Them in Writing. Horse owners can restrict the instructor’s use of the horse, such as: maximum number of lessons per week, days of the week, minimum skill level of riders and handlers, and whose equipment can be used. Get these restrictions and requirements in writing and signed by the parties involved.

• Abandon the Arrangement. For risk-averse horse owners, declining the arrangement altogether might be best, especially if no protections are in place.

For Riding Instructors

Riding instructors who use horses belonging to others can consider several options, including:

• Protect Horse Owners. Ask your liability insurer to add owners of your lesson horses to your liability insurance policies as “additional insureds.” Your liability waiver/release form (where allowed by law) can also include the horse owners within the list of people the signers agree not to sue.

• Learn About the Horses You are Borrowing. Horses loaned to you for lessons might actually be unsuitable for students because of unique propensities or problems. Learn about each horse. For instructors who work in states with equine activity liability acts, this information could be especially important. For example, the Florida Equine Activity Liability Act states that a “participant” might have a claim against an “equine activity sponsor, equine professional, or person” if they “[p]rovided the equine and failed to make reasonable and prudent efforts to determine the ability of the participant to engage safely in the equine activity, or to determine the ability of the participant to safely manage the particular equine based on the participant’s representation of his or her ability.” Florida Statutes, Title XLV, Section 773.03(b).

This article does not constitute legal advice. When questions arise based on specific situations, direct them to a knowledgeable attorney.

About the Author

One of the nation’s best-known Equine Law practitioners, Julie Fershtman is a Shareholder with the law firm Foster Swift Collins & Smith, PC, in Michigan. A lawyer with 36 years of experience, she has handled cases in 20 jurisdictions nationwide and has tried equine cases before juries in 4 states. She is listed in The Best Lawyers in America and Super Lawyers. Her speaking engagements span 29 states. Her newest book is “Equine Law & Horse Sense,” published in 2019 by the ABA. Written for non-lawyers and lawyers, this book received 4 national book awards. Find it on Amazon and look for the horse on the cover. For more information, visit www.equinelaw.net

Julie I. Fershtman, Attorney at Law

Obstacles for Everyone

By Carol Gordon, CPA Part 2

Obstacles are an easy, fun way to engage the horse and rider in a confidence and relationship-building exercise. They are the basis for many disciplines of riding such as Working Equitation, Mountain Trail, Versatility and more. But they are also a way to just enjoy something different with your students, either on horseback or in-hand and to utilize horses with limited ability or usability. (See a more detailed discussion of the benefits of obstacles in the prior ARIA Magazine issue).

When you are deciding which obstacles you want to create and how to set up your obstacle course, there are several ways to think about obstacles. The first is what sense or senses will the horse use to experience the obstacle. It can be visual, tactile or auditory or a combination. Even the most experienced horse will have one sense for which they are more sensitive than the others. As you create your course, you’ll want to include obstacles for each of the senses. Examples of obstacles focused on each sense might be:

Visual – Inflatable dinosaur that the horse must walk past.

Tactile – Flag to be draped over the horse.

Auditory – Empty plastic jar with rocks inside, shaken near the horse.

Another way to consider obstacles is whether they are mainly “technical”, “challenging” or a combination of the two. A technical obstacle is one that primarily focuses on the physical ability of the horse – e.g., stepping over ground rails without hitting any. A challenging obstacle focuses on the demeanor of the horse. In our visual example of the inflatable dinosaur, can the horse walk past the obstacle calmly? An example of a combination obstacle would be placing the dinosaur next to the ground rails. When creating your course, create opportunities for success for both types of horses – the technically able and the calm horse. But you will also want both types of horses to be challenged so both the rider/ handler and horse grow in experience and confidence.

There are a LOT of obstacles that you can create at no/low cost and with very little effort. In our auditory example above all you need is an empty plastic jar and some rocks. Walk around your property and think about the items that you have that may be difficult for some horses to navigate – the jump standards in the shadows in the corner, the shop vac stored near the grooming stall, etc. The idea is to create obstacles that interest the horse and create opportunities for success but aren’t scary for them. (See suggestions for how to handle “scary” obstacles below).

Obstacles don’t need to be complicated. One of my favorites is just two parallel ground rails. You can:

• Walk or trot over

• Walk or trot through

• Walk through then back up through

• Walk through then do a turn on the forehand and walk through the other direction

• Back through then do a turn on the haunches and back through the other direction

• Side pass along one rail, do a turn on the forehand and side pass along the other

• Navigate the two rails creating an S shape. …and there’s at least 4 more ways that I’ve tried.

Once you start your creative juices flowing, you’ll find yourself thinking about obstacles when you can’t sleep at night and driving down the street on trash day. You can even ask your students for suggestions or ask for their assistance in creating the course.

Some horses and handler/riders will be more successful with obstacles than others – just like in jumping, dressage, and any other discipline. But navigating obstacles can benefit every horse and handler/rider. If you encounter resistance or fear, there are several strategies that you can use, depending on the personality of the horse and handler/rider and the extent of the reaction.

ALL obstacles should be navigated in hand prior to being ridden and ALL obstacles should be navigated by an experienced handler before inclusion in your program. But if you encounter resistance after the horse has been exposed to the obstacle in hand and by an experienced handler, you can:

1. Always start with the obstacle that you know the horse can succeed at and move on to the more challenging ones as the horse and handler/rider gain confidence. This may take minutes or a series of sessions. Taking the time to build the right foundation will pay dividends later.

2. Allow (DO NOT FORCE) the horse to touch the obstacle. Some people find

this suggestion very controversial. If you are planning to participate in any obstacle-based competition, touching the obstacle may be prohibited. But for obstacles as a confidence building, fun activity, allowing the horse to touch the obstacle may be all that’s needed, especially if you have taught the horse the “touch” command in other work.

3. Break the sequence of the obstacle down into smaller steps. For example, if the horse won’t allow you to drape a flag over his body, wave the flag next to him – starting from far way (even if you need a helper to hold the flag initially). Try having the helper walk next to you with the flag, and when the horse accepts this calmly, carry the flag yourself in your left hand. When that’s a non-event for the horse, move it to the right hand so that it eventually touches the horse. Etc., Etc. If you are still having problems, add additional steps until the horse reacts calmly. You can always circle back to the obstacle where the horse succeeds and try the flag tomorrow.

4. This suggestion is similar to #3. If you are having difficulty getting the horse near the obstacle, advance and retreat, getting closer to the obstacle over time. You want to advance until you get to the point where the horse is looking at the obstacle and is interested but not tense. Then you navigate away, move around the arena, work an obstacle that can be done successfully and head back to advance and retreat again.

Obstacles are good for your students, good for your horses, no/low cost – what’s not to love?

About the author:

Carol Gordon is a CPA with an MBA from Boston College and the owner of Carol Gordon, CPA, which provides consulting services to equine-based businesses. You can contact her at cgordoncpa@gmail.com. If you have any questions that you’d like covered here, please email her with your suggestions.

Loaned and Donated –Gifted School Horses

By Didi Arias

How convenient it would be if there existed a specialty department store for school horses, where one could just spend a morning´s shopping and come home with some nice, suitable mounts whenever the need arose? But that could never happen, because the “Quality Riding School Horse” aisle would usually be empty as all those gems are already taken. Occasionally one lucks out and finds one if a facility is faced with

closure or cut backs, or if there is a change to the business structure. But as we know, those safe, responsive and reliable school horses are a rarity, akin to hens having teeth. Perhaps if students saw that empty aisle, they would realize how special and sought after their riding partners are.

So when the hunt is on for the new school horse, the word generally goes out within

our circles; we publish adverts, check out other´s adverts and perhaps even go to the sales. It can take a lot of time and sifting through a lot of animals, some very nice animals, before the Mr. or Mrs. Riding School Right show up.

Sometimes we have to look no further than the horses under our noses and already residing in our barns; a working boarder agreement can be a win-win. One year, not having many spare stalls but needing a few more teaching horses, I put the idea in-house to my boarders and was surprised when each one replied with a “yes, please” (it was the “please” that really got me). For the three and a half decades we ran our riding school, the working boarder horses were a valuable supplement to our own string of school horses, with some of them staying in the program until their retirement.

Not to be under-rated or overlooked are the gifted horses. Many believe that “if its free, it can´t be any good” but I´m of the “it may be worth having a look” philosophy (deep down, I´m still that young horse-crazy girl who jumps at the thought of “free horse”). The definition of “free” isn´t “broken”, “unsound”, or “unmanageable”; it means “without payment”, and an offer that may sound too good to be true will certainly pique my curiosity, especially if I know the person who is offering or the animal itself.

In olden days when someone would offer you a free horse, you were kind of obliged to accept it with a smile and a handshake for fear of showing bad manners in checking it out or turning it down (don´t you look that gift horse in the mouth). Well, we know the trick is to treat the gift as one would a purchase, so that adage needs to be politely kicked to the curb, with no insult intended. Any owner taking umbrage at the suggestion of a vetting and trial has put him or herself in to an awkward “thanks, but no thanks” situation that you can fairly walk away from if they cannot be made to see the picture from your side.

Though the accepting of a gift horse may have more niggly details to tie up than with a straight out sale, treating the exchange formally is the way to go. Just as with the purchase of a horse, make it all legal. In my country equines are government controlled, so there are laws to abide by that make any exchange very straight forward.

Gift offers can come from many sources, and having someone you trust vouch for the animal is a bonus. At the pleading of the blacksmith, we accepted a fine mare off a truck bound to an unsavoury destination, and via our veterinarian, we took over two fabulous and professionally trained animals whose owner´s destination was prison. Some boarder horses became ours, as well as those of some students who, for whatever reason, needed to let them go. We´ve been very fortunate.

It is a real plus if you already know the animal and its owner, but don´t hesitate to enquire as to why the horse is being offered (though you may not always get a straight answer - even your old Aunt Betty may tell you a “porky”). Some horses we´ve been gifted have been old friends, being that they were “boomerang” horses. Those are the ones that were bounced around inhouse from student to student, and ended up eventually being gifted to the school. Funny how some horses just plan on not budging and stick around.

When accepting a gifted horse, I prefer to have the agreement properly drawn up to avoid misunderstandings and future drama. This is to the benefit of both parties and I don´t want any loose ends or unexpected strings attached, so consider the following:

Be clear if it is to be a full transfer of ownership, and if there will be any expectation of help with the animal´s bills. Some people don´t distinguish between “giving” and “sharing”.

Does the owner expect anything in return? With a horse being an expensive animal,

Does the owner expect anything in return?

Though most owners are very respectful of the new owner when taking over their horse, others may expect continued access. Will there be “visiting rights”? Some give away their horse yet still think they can trundle up every Saturday with the car full of kids expecting a day-long playdate with the animal. I recall one instance where an ex-owner´s ex unexpectedly visited, wanting to see the horse. She then became very verbal about the fact that she didn´t like the student that was taking a class on her ex´s horse. She ended up getting ex-ed off the property, her ex being called and told his ex was no longer welcome. It seems some folks find it hard to cut ties.

does this gift have a dollar amount attached to it in the owner´s mind? That “hidden price tag” may translate to a situation whereby the owner feels that a fair trade is necessary (like having to give their child riding lessons for the rest of its life). If there is the slightest feeling of being manipulated, speak up and set it straight.

Is the gift for any promotional reasons or some sort of sponsorship exchange? That “hidden price tag” again.

Is any continued acknowledgement expected, like regular updates, or a Christmas card with a photo from the horse every year? Though it sounds rather daft, I witnessed a situation on social media whereby the recipient was being criticized by an ex-owner, complaining that she hadn´t received a “periodic newsletter” from her horse. As if we have time for that.

Does the owner understand that unless otherwise agreed upon, in giving away the horse they will hand over the rights as to how the horse is kept and fed, and which vet and blacksmith to use?

People need to understand that the gift is not just for one day, but that the horse will have its “down the road” future ahead of it and that is a topic that may need to be discussed.

In a gifting situation, a two-way trust and appreciation needs to be present, even when the horse offered does not suit (and it is fair to not accept). Be the guiding professional in the exchange and discuss the processes which will benefit both parties: the need for the vet check, arranging a contract for a trial period and assessment of the horse´s suitability, etc. Come to an agreement and tend to any legalities that may be relevant. The gifting and receiving of the horse for the school needs to be beneficial to all and both parties need to feel good about. And the bottom line is that everyone really needs to do right by the horse.

About the author:

Didi Arias is a Level 3 ARIA Certified Instructor and national dressage judge and teacher, who resides in Almeria, Spain.

“

Time to Expand Your Business: Hiring a New Riding Instructor

Written By Shya Beth

Many riding instructors run their own training operations, regardless if they rent or own their stable’s property. A sign of success is when you’ve got more business than you can handle, and instead of turning potential clients away, hiring an additional instructor can expand your ability to train more clients, bring in additional income, and create more jobs.

One of the most important parts of the horse world, riding instructors cultivate their students’ knowledge of riding, competing,

and training and set the standard for the next generation of equestrians. On a macro level, instructors transfer knowledge from each generation to the next; today’s leadline kids will become the instructors teaching the leadline kids of their time, and the wheel continues. On a micro-level, instructors are often the face of the stable. Instead of saying “I train with X stable” it’s typically “I train with X trainer”.

As with any service-based business, it’s nearly impossible to expand if you person-

ally run every aspect without being able to delegate. Like running a restaurant where you are both the chef and the server, you’ll be unable to expand, and it won’t take long for you to be burned out from the constant juggling act.

So how can this help you? Your goal doesn’t have to be opening a second location or turning your business into an international stable—having an additional trainer can help expand the business, make it more profitable, and ease your workload.

What to Look for in an Instructor

When looking for a new instructor to join your stable, you’ll need more than just a skilled rider. An instructor that wants to join your team requires not only the equestrian skills and knowledge to train others, but also the business sense and personality to work with your clients. They will need extra patience if your clients are children or beginners, and overall, they need to be able to conduct themselves professionally and drive forward their students’ knowledge.

You will need to find someone who shares your work ethic, values, and training methods and believes in the future growth of your business. Beyond that, making sure that they also respect your clients is another important facet of this challenge. It’s essential to make sure that this person will do what’s best for your clients and not their own pocket. They’ll know that buying the correct horse for your client’s needs comes first, not sale or commission, and this attitude of “client first” will keep people in your barn as they continue to move up to different riding levels.

Another point to discuss with potential candidates is what their personal and professional goals are. They are a person with their own hopes, dreams, and goals –perhaps they want to pursue their own showing career, or working with a stable like yours is exactly what they are looking for, or their interest is training young dressage horses. Asking good questions about their training methods and philosophy, pairing horses and riders together, finding new clients, and helping your current ones succeed.

You’ll both be working together, so making sure you are both a good fit and can work together is, above all, the most important part. Together, you’ll be able to grow your business and maximize your stable’s ability to teach new and up-and-coming riders.

How do you Find The Right Person?

Simple question, but critical. There are many kinds of business arrangements that can make or break this new step in your business and play a determining factor in your search for the perfect person for this role. It all depends on what your goals are — how much you want to be involved, the experience of the new instructor, your stables, and many other factors. Clear expectations, arrangements, and rules should be created and agreed upon, so there are no misunderstandings later on.

Now that you’ve got your foundation laid out, it’s time to start finding potential instructors. The best place to start? World of mouth. We know the world of horses is small, so using your network to your advantage is a great way to spread the word that you are hiring. Depending on what you are offering, some instructors may even relocate from another stable to yours, or you might want to consider taking on a young instructor who is eager to move up the ranks and learn.

Additionally, there are numerous online forums and classifieds within the horse world that are active, with people posting jobs and others searching for jobs, which is another way to reach instructors who may want to work with you.

Regardless of what avenue you choose, writing a thorough job description will clearly state what expectations you have, the salary of the position, and the duties your new instructor will be performing. It’s important to also list the experience, skills, and other qualifications you require, as well as the personal values that you want in your instructor.

Benefits are another aspect that should not be overlooked. Besides a transparent and competitive salary, other benefits can include employer-paid health and life insurance, an employer 401(k) match, paid vacation and holidays, complimentary housing, or horse boarding for free. Decide

what works for you and what would be best for your new instructor, but don’t forget to include other significant benefits like training, paid showing opportunities, reasonable work hours, opportunities for advancement, and other things your stable can offer.

Above all, use your intuition to make the right call when it comes to hiring the right person to join your stable. Someone with all the credentials and experience may not work well with you or your clients, but a young up-and-comer who does not have all the experience but is eager to learn, fits with your barn, and works well with your students is the better choice. Regardless of what you choose, remember that they will be representing you and your stable.

About the author:

Shya Beth is a rider, artist writer and all around horse lover based in New Jersey, USA. Whether creating horses in art, riding in the fields on her farm or writing about horses, horses are a huge aspect of her life and inspire her every day.

SCIENCE FINALLY PROVES THAT…

By Cameo Miller

Illustration by Bethany Caskey

A recent Facebook post was about the Institute of Heart-Math which did a study which “provided clues to explain the two-way healing that occurs when we’re close to horses”. It went on to give technical reasons why this might be so. I’m afraid I got on a bit of a rant to my poor friend who posted this. Why? Because so often we invalidate what is not “scientifically proven”, we denigrate and negate what people feel and KNOW within themselves, we do not value and encourage people to look within to find what is true.

So, I know that is the first stumbling block about this. What is “true”? What is true for one person may not be to the next. But that is the whole point. What is true for me may not be true for you. It doesn’t make either truth less true. It just means that we follow different paths. It is what makes us individuals and not clones. It is what creates the diversity of the world that we live in so that it is not boring and repetitive. It is what makes us fit better with some people, and less well with others. It is what makes us chose different disciplines in our equine world. Something within us is drawn to the part of this wonderful world that we resonate with. And it’s

what makes other people decide on totally different paths through life. It’s not wrong to be a riding instructor instead of a doctor, or vice versa. If a person follows their heart and soul, no matter where that leads them, it is the right place for them to be. And all the varied paths highlight options for those still looking to find their own paths.

Scientific study certainly has a place, a value, and a role to play. Medical science can find the microscopic causes of conditions so that the best treatment can be administered in the best way. It can explain the causes of things so that we can protect our horses and our students from having a problem to begin with. It can define what practices can be harmful and why. It can be a part of the knowledge that helps us make the best decisions possible. I find science fascinating and enjoy listening to new findings. And the next stumbling block? Science keeps changing what is “true” even for it. So to base all our decisions on only what science says is right, is a false premise to begin with. It is only a PART of the knowledge we need, not the be all and end all.

But the thing I find the most troubling about trusting only in what science says is “true” is more like a boulder in the way rather than a stumbling block. It says that something is not ‘true’ unless or until science verifies it as true. It disparages and diminishes people who look within to find their own truth. It squashes the ability to look within and see our own soul’s truth. It makes us distrust ourselves unless someone else validates what we believe. Did gravity not exist until Newton gave it a name? Women were told for centuries that menopausal symptoms were “all in the head” of “hysterical” women until science quantified them—were they less valid before? And it’s not only our own ‘truth’ that we have to deal with as equine professionals. Our horses have their own truths—that yellow jump is MUCH scarier that the green one no matter that they are identically configured. Our students all have their own truths too and it behooves us to find a way to help them deal with them in the most constructive way rather than trying to convince them it isn’t true.

What makes a person really good at what they do in our profession is their ability to connect at some internal level with horses, students, or both. It’s something within us that just KNOWS when something is right or wrong. Call it intuition, a sixth sense, or whatever. It is something that science can’t measure or quantify, or even prove that it exists. But we all know that it does and we use it all the time. And it’s not just our profession. I think it’s what makes people really good at whatever they have chosen to do in life—to be able to look inside to discern the next best course of action. All of you have witnessed this in action. That person who has that special something to be able to know exactly what to say or do to take a horse or student to a level most of us couldn’t even imagine. Those abilities should be celebrated rather than denigrated.

What makes a person better than most others is that they use ALL the knowledge available to them—what science can provide, but even more importantly, what is within. I’m advocating that you hear the truth that your horses and students are espousing. That you not disregard or diminish them for letting you know their truth. That you validate it and then help them deal with it in the most constructive way possible if it is problematic. Or celebrate with them for being their authentic selves even if it is different from the norm.

None of us needs science to prove to us the healing power of horses. We have experienced it over and over—for ourselves, our students, other animals that we share our lives with. Look within your heart, your soul. If it is true for you, whatever ‘it’ is, then it IS true, no matter what anyone else says, including ‘science’. The ‘truth’ within you is honest, sincere, authentic, genuine, and important, as is the truth within our horses and our students. Respect that same truth in all others around you. But especially respect the truth of your own heart and soul. For that is YOUR authentic self.

About the Author:

Cameo Miller is a Masters-level clinical psychologist and a Level IV ARIA Certified Instructor based in Michigan. She is a member of the ARIA Evaluation Panel and an ARIA National Test Center Administrator.

… in which Cameo Miller stirs her thoughts and ideas to see what rises to the top.

Cameo’s cauldron

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“Grit to Finish”

By Ric. Sutton

The sheen of sweat slid down my face as I stood at the far end of the main arena at Tryon International Equestrian Center. The relentless North Carolina sun bounced off of the sand and made the heavy still air even thicker. From my position as a “C” line judge I watched the anxious though tired riders and mounts at the “A” line waiting for the drop of the starter’s flag to launch them into the final heat of the day at the United

States Pony Clubs Championships, Games Division. These were the modified division kids, lower level riders and mounts on their first foray into the Pony Clubs Champs experience.

I was rethinking my habit of volunteering to officiate at Champs once again. It’s always hot, muggy, and dusty at Champs. I believe in the Pony Club mission, ethos

, and process. Their slogan “Where it all begins!” strikes a chord with me. So there I was seven hours from my farm and my kids judging Mounted Games.

The flag dropped and the horses leapt forward to the cheers of the crowd and the music over the loudspeakers. The first rider from each team dropped the item in the bucket halfway down the lane and circled to

a stop as the riders bounded off and hit the ground. They grabbed their potatoes and mounted up. Some put a foot in the stirrup as the horse danced toward the return run, others ran alongside and then vaulted into the saddle. In either case as soon as they hit the seat their mounts bolted toward the “A” line and the teammate awaiting the hand off.

This was the last race of the day and some of the mounts were over it. I watched the second rider from a team whose horse had been getting less thrilled with Champs over the last thirty minutes. He had his drop and then his horse leaned into the bridle and rocketed down the lane. The rider pulled back on the reins, leaned back, and even braced against his pommel to no avail. The horse zipped past the “C” line, the holding box, and beyond no man’s land before swerving right and coming to a stop by the equipment staged along the wall. The horse was slick with sweat and the small boy of about eleven was soaked as well. Tears of rage and embarrassment streamed down his face. “I can’t do this! My horse won’t behave.” I heard him choke through his breathing made heavy by exertion and frustration. I walked over and said “You’ve got this young fella. Just ride him over and pick up your potato.” “He won’t behave, I can’t do this.” He replied as he turned his horse back toward the “C” line and his goal. “Sure you can.” I followed him to his position. “Will you hold him while I mount?” He asked. His horse was about 15 hands, and he wasn’t a tall kid. “No sir. I can’t, it would disqualify your team. But you’ve got this.” He hopped down and collected his potato. It was then that I noticed that most of the teams were finished, and the arena was quiet.

As he put his foot in the stirrup he pulled the rein and his horse took a step and he almost fell down. He was clearly spent. “Loosen your rein and he’ll stand still. “ I encouraged him from a few feet away. The other teams had finished. He put his foot in the stirrup, gripped the panel and pommel of his saddle, and literally dragged himself

up as his horse stood quietly. As he landed in the saddle, applause and cheers erupted from the stands, and my breath caught in my throat. He walked his horse calmly down his lane and made a perfect handoff to his teammate. His team finished without further incident.

I shook his hand as he departed the arena and reminded him that he had completed what he thought he wasn’t capable of. I congratulated him on having the grit to finish what he had started and thanked him for reminding me why I volunteered for these events.

Have a good ride!

Training and Riding Senior Horses: A Guide to Care and Considerations

By Janet Forster

As horses age, their needs, and abilities, change. If you’re the proud owner of an older equine, this means you’ll need to progressively modify how you train and ride your horse. Although 15 – 20 might not seem that old, most horses in their late teens are starting to show some subtle signs of aging. However, senior horses often have a wealth of experience and wisdom under their belts, particularly if they’ve led an active life, and this generally makes the extra care they might need well worthwhile.

Understanding The Equine Aging Process

Steady, reliable, experienced senior horses

can be an invaluable asset and companion for beginner and nervous riders. They also make good schoolmasters for teaching riders what an experienced, well-trained horse ‘feels’ like to ride. But…ensuring their ongoing good health, comfort, and overall wellbeing does often require changes to regular routines along with special considerations around diet and exercise.

This is because, just like us, senior horses experience a series of age-related changes such as reduced muscle mass, decreased flexibility, and joint stiffness. By understanding these changes and how they impact the senior horse’s overall

health and wellbeing, owners can tailor training routines to accommodate their changing needs. It’s may also be important to work closely with a veterinarian to establish a baseline health assessment and identify any specific health concerns that may affect training and riding plans.

Physical Considerations For Senior Horses

Regular Veterinary Care: Senior horses should receive regular veterinary check-ups to monitor their health, address any emerging issues, and adjust their care plans accordingly. Regular check-ups can catch potential problems early and allow for timely interventions. Blood tests and physical examinations for example will pick up and help monitor metabolic conditions like Cushings (pituitary pars intermedia dysfunction) and insulin resistance (EMS), which are more common in older horses. Regular oral checkups will spot dental problems, like loose teeth, and sort them before it affects their ability to eat properly, or comfortably wear a bit.

Balanced Diet: Proper nutrition is essential for good senior horse health; providing a balanced diet that addresses their age-related nutritional requirements can help maintain weight, muscle mass, and overall energy levels.

Senior horses have different nutritional requirements to younger horses – many senior horse feeds for example are nutrient-dense, higher in lysine, fats, phosphorus and easily digestible proteins, and lower in sugars and starches. They’re also generally higher in easily digestible fibre to help with aging dentition.

Exercise Routine: While senior horses may not have the stamina they once had, regular exercise is still vital for keeping their muscles and joints functioning well. If they don’t have access to turnout time, you’ll need to tailor an exercise routine to suit their capacity.

Joint Support: Supplements containing glucosamine and chondroitin can help maintain joint health, and support mobility and com-

fort. Consult with a veterinarian to determine the appropriate supplement and dosage for the horse’s needs.

Rugging: Old horses are not as adept at regulating their body temperature in variable weather conditions so may require a rug (blanket) to help them cope in cold, inclement weather. Furthermore, once ambient temperatures fall outside the horse’s natural thermoneutral zone of 5 – 25°C (or narrower for old horses), they must use energy to maintain their core body temperature. That reduces the amount of energy they can then put towards maintaining body condition.

Mental and Emotional Considerations With An Older Equine

Patience and Adaptability: Senior horses may take longer to grasp new concepts or tasks. Approach training with a patient mindset, allowing enough time for them to understand and respond to cues. Adjust training sessions based on their learning pace.

Variety and Enrichment: Introduce variety in their training routine to keep them mentally engaged. This can involve switching between light trail rides, ground exercises, or simple challenges like navigating obstacles. Mental stimulation is essential for keeping their minds sharp.

Positive Reinforcement: Use positive reinforcement techniques to encourage desired behaviour and engage the horse. This can involve treats, verbal praise, or just a good pat or scratch.

Best Riding Practices For Elderly Equines

Regular Assessment: Constantly evaluate your senior horse’s physical condition and adapt your riding accordingly. If the horse appears stiff, lethargic, or experiences difficulty during a ride, it might be an indicator to adjust the routine or consult a veterinarian. Be prepared to modify the intensity and duration of rides as needed.

Comfortable Tack: Ill-fitting tack can cause discomfort and even injury, regardless of the horse’s age. A horse’s back shape changes with age – the phrase ‘old sway-backed horse’ springs to mind and it is an apt description of the most noticeable change. They also lose muscle tone across the withers and shoulder. Adapting your saddle pad and even your saddle to accommodate these changes is important.

Moderate Riding: Unless your senior horse is a super-fit athlete still in training for strenuous activities like eventing, endurance etc, opt for shorter, gentler rides rather than long, strenuous sessions. Consider focussing on exercises that encourage flexibility and maintain muscle tone without causing fatigue. Whilst longer rides may have been the norm in the horse’s younger years, now that he or she has reached ‘senior horse status’, shorter, more focused sessions are better for them. Aim to provide mental and physical benefits with these sessions without causing undue stress or exhaustion.

Cooling Down: Just as with warm-ups, allocate ample time for cooling down after each ride. This helps prevent muscle stiffness and aids in recovery. Senior horses also experience changes to their coats as the glands that control seasonal coat changes and growth begin to go through age-related changes.

Old horses for example often have thicker, longer coats, even in summer, and may take longer to shed out. This means older horses will get hotter faster, and take longer to cool down after exercise. Incidentally, these changes are not to be confused with those caused by disorders like Cushings, which are quite distinctive.

Safety Precautions

Hoof Care: Regular farrier visits are essential to maintain hoof health at any age. However, senior horses can develop metabolic issues that affect their hooves (EMS is a classic example). Regular hoof care will spot these changes early on and allow appropri-

ate remedial attention to commence sooner rather than later.

Regular Grooming: Regular grooming prevents skin irritations and helps maintain a healthy coat. It also allows you to spot any changes in their physical condition and closely inspect their skin for any irritations, lumps, or other changes that might require attention.

Terrain Awareness: When riding, choose terrain that is suitable for the senior horse’s condition. Avoid overly rough, rocky, or uneven surfaces that could cause stumbling or strain. This minimises the risk of injuries or discomfort.

Key Takeaways About Riding And Training Senior Horses

With proper care, many senior horses can continue to participate in a range of activities, providing valuable life lessons and lasting companionship. However, training and riding senior horses does often require a sensitive and knowledgeable approach that takes into account their changing physical and mental needs. If you take the time to understand the equine aging process and prioritise the special needs of older horses, and adjust training and riding routines accordingly, you can continue to enjoy your senior horse for a few more years yet.

About the author:

Janet Forster hails from sunny Perth in Western Australia. During a lifetime spent with horses, she has bred, competed, loved and written about them. She owns a collection of high percentage Tb crossbreds, most of which are palominos and registered Australian Stock Horses.