Equitation pedagogic practice

Use of a ridden horse ethogram to effect change

Alison Abbey, Hayley Randle

Research output: Contribution to journalMeeting Abstract

Abstract

Many horses work in equestrian facilities worldwide where they are ridden by riders who vary in their equitation ability and their understanding of the horse’s physical and mental capabilities. This is compounded by instruction and coaching that focuses solely on curriculum or competition driven outcomes and disregards horse sentience. This study investigated the effect of providing riders with an understanding of the horse on horse ridden behavior. Eighteen equine students (aged 16-20 years) took part in a mixed-methods investigation. Questionnaires completed prior to riding confirmed that students were not aware of horse sentience. Each student then rode an individual horse in walk, trot and canter in a familiar 20 x60m environment autonomously for 18 minutes before, and 18minutes after, receiving a 3 minute intervention talk designed to raise student awareness of horse sentience. Twenty one ridden horse behaviors considered indicative of stress were recorded using scan-sampling at 30 second intervals during both periods of riding. Comparison of horse behavior pre- and post- intervention talk revealed that negative behaviors such as tail swishing, jaw tensing, nostril flaring and ears back decreased significantly (Wilcoxon: all P< 0.001) while positive behaviors such as ears neutral and ears forward-and-back increased significantly (Wilcoxon: P < 0.05) post intervention talk. A post-trial focus group confirmed that increasing riders’ awareness of horse sentience led to more realistic expectations of the horse and consequently less stressed horses. This study demonstrates that there may be shortcomings in how horse and rider pedagogy is facilitated within equestrian educational centres.
Original languageEnglish
Article number8
Pages (from-to)80-80
Number of pages1
JournalJournal of Veterinary Behavior: clinical applications and research
Volume15
DOIs
Publication statusPublished - 2016
Event12th International Equitation Science Conference (ISES 2016) - French National Riding School, Saumur, France
Duration: 23 Jun 201625 Jun 2016
http://equitationscience.com/previous-conferences/2016-12th-international-conference
file:///D:/Users/mmonta07/Downloads/Proceedings%20ISES%202016.pdf (Conference proceedings)

Fingerprint

Horses
horses
students
Students
Ear
ears
Aptitude
focus groups
curriculum
Jaw
Focus Groups
jaws
Curriculum
Tail
Teaching
tail
questionnaires

Cite this

@article{62901093cfd746cca6f1d266f74b3bed,
title = "Equitation pedagogic practice: Use of a ridden horse ethogram to effect change",
abstract = "Many horses work in equestrian facilities worldwide where they are ridden by riders who vary in their equitation ability and their understanding of the horse’s physical and mental capabilities. This is compounded by instruction and coaching that focuses solely on curriculum or competition driven outcomes and disregards horse sentience. This study investigated the effect of providing riders with an understanding of the horse on horse ridden behavior. Eighteen equine students (aged 16-20 years) took part in a mixed-methods investigation. Questionnaires completed prior to riding confirmed that students were not aware of horse sentience. Each student then rode an individual horse in walk, trot and canter in a familiar 20 x60m environment autonomously for 18 minutes before, and 18minutes after, receiving a 3 minute intervention talk designed to raise student awareness of horse sentience. Twenty one ridden horse behaviors considered indicative of stress were recorded using scan-sampling at 30 second intervals during both periods of riding. Comparison of horse behavior pre- and post- intervention talk revealed that negative behaviors such as tail swishing, jaw tensing, nostril flaring and ears back decreased significantly (Wilcoxon: all P< 0.001) while positive behaviors such as ears neutral and ears forward-and-back increased significantly (Wilcoxon: P < 0.05) post intervention talk. A post-trial focus group confirmed that increasing riders’ awareness of horse sentience led to more realistic expectations of the horse and consequently less stressed horses. This study demonstrates that there may be shortcomings in how horse and rider pedagogy is facilitated within equestrian educational centres.",
keywords = "horse, sentience, ridden, ethogram, welfare",
author = "Alison Abbey and Hayley Randle",
year = "2016",
doi = "10.1016/j.jveb.2016.08.015",
language = "English",
volume = "15",
pages = "80--80",
journal = "Journal of Veterinary Behavior: clinical applications and research",
issn = "1558-7878",
publisher = "Elsevier",

}

Equitation pedagogic practice : Use of a ridden horse ethogram to effect change . / Abbey, Alison; Randle, Hayley.

In: Journal of Veterinary Behavior: clinical applications and research, Vol. 15, 8, 2016, p. 80-80.

Research output: Contribution to journalMeeting Abstract

TY - JOUR

T1 - Equitation pedagogic practice

T2 - Use of a ridden horse ethogram to effect change

AU - Abbey, Alison

AU - Randle, Hayley

PY - 2016

Y1 - 2016

N2 - Many horses work in equestrian facilities worldwide where they are ridden by riders who vary in their equitation ability and their understanding of the horse’s physical and mental capabilities. This is compounded by instruction and coaching that focuses solely on curriculum or competition driven outcomes and disregards horse sentience. This study investigated the effect of providing riders with an understanding of the horse on horse ridden behavior. Eighteen equine students (aged 16-20 years) took part in a mixed-methods investigation. Questionnaires completed prior to riding confirmed that students were not aware of horse sentience. Each student then rode an individual horse in walk, trot and canter in a familiar 20 x60m environment autonomously for 18 minutes before, and 18minutes after, receiving a 3 minute intervention talk designed to raise student awareness of horse sentience. Twenty one ridden horse behaviors considered indicative of stress were recorded using scan-sampling at 30 second intervals during both periods of riding. Comparison of horse behavior pre- and post- intervention talk revealed that negative behaviors such as tail swishing, jaw tensing, nostril flaring and ears back decreased significantly (Wilcoxon: all P< 0.001) while positive behaviors such as ears neutral and ears forward-and-back increased significantly (Wilcoxon: P < 0.05) post intervention talk. A post-trial focus group confirmed that increasing riders’ awareness of horse sentience led to more realistic expectations of the horse and consequently less stressed horses. This study demonstrates that there may be shortcomings in how horse and rider pedagogy is facilitated within equestrian educational centres.

AB - Many horses work in equestrian facilities worldwide where they are ridden by riders who vary in their equitation ability and their understanding of the horse’s physical and mental capabilities. This is compounded by instruction and coaching that focuses solely on curriculum or competition driven outcomes and disregards horse sentience. This study investigated the effect of providing riders with an understanding of the horse on horse ridden behavior. Eighteen equine students (aged 16-20 years) took part in a mixed-methods investigation. Questionnaires completed prior to riding confirmed that students were not aware of horse sentience. Each student then rode an individual horse in walk, trot and canter in a familiar 20 x60m environment autonomously for 18 minutes before, and 18minutes after, receiving a 3 minute intervention talk designed to raise student awareness of horse sentience. Twenty one ridden horse behaviors considered indicative of stress were recorded using scan-sampling at 30 second intervals during both periods of riding. Comparison of horse behavior pre- and post- intervention talk revealed that negative behaviors such as tail swishing, jaw tensing, nostril flaring and ears back decreased significantly (Wilcoxon: all P< 0.001) while positive behaviors such as ears neutral and ears forward-and-back increased significantly (Wilcoxon: P < 0.05) post intervention talk. A post-trial focus group confirmed that increasing riders’ awareness of horse sentience led to more realistic expectations of the horse and consequently less stressed horses. This study demonstrates that there may be shortcomings in how horse and rider pedagogy is facilitated within equestrian educational centres.

KW - horse

KW - sentience

KW - ridden

KW - ethogram

KW - welfare

U2 - 10.1016/j.jveb.2016.08.015

DO - 10.1016/j.jveb.2016.08.015

M3 - Meeting Abstract

VL - 15

SP - 80

EP - 80

JO - Journal of Veterinary Behavior: clinical applications and research

JF - Journal of Veterinary Behavior: clinical applications and research

SN - 1558-7878

M1 - 8

ER -