Online Publication of Undergraduate Studies 2018, Volume 9, Issue 2
Equine Assisted Activities
The Effects of Equine-Assisted Activities on Physical, Cognitive and Socioemotional Development Eleanor Harrison
Over the past few decades, alternative therapies have been used to treat individuals with a variety of disorders and diseases (Malchiodi, 2013). One of these forms of treatments is equine-assisted activities, which includes therapeutic horseback riding and equine-facilitated psychotherapy (Professional Association of Therapeutic Horsemanship [PATH], 2018). Therapeutic horseback riding (TR) teaches horsemanship skills to improve motor skills, as well as help the rider create an empathetic bond with the horse (All, Loving, & Crane, 1999; Bracher, 2000; Drnach, O’Brien, & Kreger, 2010). Similarly, equine-facilitated psychotherapy (EFP), involves a mental health professional working in collaboration with an equine professional and a client to address the client’s psychotherapy goals (PATH, 2018). Since both equine-assisted activities focus on many areas of development (e.g., physical, cognitive, and socioemotional), they are effective in improving a wide variety of emotions, skills, and behaviors, including mood, focus, posture, motor skills, sedentary behavior, and reactions to sensory input — all of which are notably difficult for individuals with different disorders (e.g., schizophrenia, cerebral palsy, autism spectrum disorder, and mood disorders; Bass, Duchowny, & Llabre, 2009; Corring, Lundberg, & Rudnick, 2013; Gabriels et al., 2012; Zadnikar & Kastrin, 2011). To better understand the specific ways in which these equine-assisted activities work, this literature review sought to explore the question: how do equineassisted activities influence an individual’s physical, cognitive, and socioemotional development? Therapeutic Horseback Riding Therapeutic horseback riding (TR), one of the many equine-assisted activities, primarily focuses on the didactic teaching of horsemanship skills (e.g., steering, grooming, posting, etc.), with the purpose of positively contributing to the rider’s cognitive, physical, emotional, and social wellbeing (PATH, 2018). Of the physical changes seen in individuals following therapeutic riding interventions, the most positive are improved posture and motor skills (Bass et al., 2009). During TR, individuals are taught the correct riding posture, which subsequently contributes to better overall posture (Bass et al., 2009; Bracher, 2000). When horseback riding, individuals must maintain a strong upright posture to effectively stay on the horse; sitting up straight with one’s shoulders back and chest out exerts effort on the shoulder, back, and core muscles, and allows the rider to balance better than when slouched or slumped over (Bertoti, 1988; Biery & Kauffman, 1989; Zadnikar & Kastrin, 8 | Literature Reviews
2011). This improved posture has, in turn, been shown to reduce joint and muscle pain over time, especially as the individual ages, leading to improved health outcomes (Kitazaki & Griffin, 1997). Moreover, TR has been particularly effective in improving the motor skills of those with cerebral palsy, autism spectrum disorder, or multiple sclerosis (Bass et al., 2009; Gabriels et al., 2012). These individuals often have difficulties with activities requiring fine motor skills that include small muscle movements, and gross motor skills that include large muscle movements (Matson, Matson, & Beighley, 2011). By engaging in behaviors such as pulling on the reins and standing up on the saddle, therapeutic riding allows riders to practice both sets of motor skills (Bass et al., 2009; Hawkins, Ryan, Cory & Donaldson, 2014). In addition to the physical benefits of therapeutic horseback riding, completion of therapeutic horseback riding sessions is also correlated with decreased irritability and hyperactivity, as well as an overall increase in positive mood (Gabriels et al., 2012; Gabriels et al., 2015). This may be related to the decrease in sedentary behavior and physical activation associated with horseback riding, since physical activity is associated with decreased negative affect (Bass et al., 2009; Gapin, Labban, & Etnier, 2011). Furthermore, TR has been shown to improve riders’ attention, focus, and reactions to sensory input (Bass et al., 2009; Gabriels et al., 2012; Gabriels et al., 2015). In particular, therapeutic horseback riding benefits individuals with sensory sensitivities, by improving their reactions to sensory input (Bass et al., 2009; Gabriels et al., 2015). This is because therapeutic horseback riding provides opportunities for highly sensitive individuals to practice tolerance, as there are a lot of new sounds, sights, smells, and textures associated with horseback riding (Gabriels et al., 2012; Ward, Whalon, Rusnak, Wendell, & Paschall, 2013). While being exposed to these new stimuli, riders are simultaneously expected to pay attention to and focus on the TR instructor to learn riding skills (Lanning, Baier, Ivey-Hatz, Krenek, & Tubbs, 2014). This improved attention and focus has also been shown to transfer to school and home settings (Lanning et al., 2014; Ward et al., 2013). Teachers and parents perceive children who participate in therapeutic horseback riding as having improved social communication, greater tolerance to new experiences, and improved reactions to sensory input, compared to their counterparts who did not receive this intervention (Bass et al., 2009; Lanning et al., 2014; Ward et al., 2013). This shows that therapeutic horseback riding generates positive outcomes
