Sensitive Subjects

This is a subject I’m coming across more and more, as well as it increasingly coming to the forefront of coach training.

It’s a delicate subject, and I think one which is handled by many parents in such different ways, which I’ll explain in a moment. But I also think it’s important to see and understand a coach’s perspective. It’s taken me a few days to work out what the purpose of my blog is, and how best to phrase it.

Firstly, what on earth am I banging on about? I’m talking about riders with additional needs. Be it a physical limitation, a learning difficulty, dyspraxia, being on the autistic spectrum, etc etc. And the point that I’m trying to make is that a coach needs to be told of any additional needs so that they can create a safe teaching and riding environment, complete appropriate risk assessments, as well as planning appropriate lesson content. It’s a subject that should be talked about without the taboo or fear of stigma.

There are two extremes of parents that I come across on this subject. Those who will tell me before the first lesson an extensive list of difficulties their child encounters when being taught. And those who don’t admit that there are any differences in their child from society’s typical idea of “normal”. And no, we won’t go down the rabbit hole of what defines normal.

I think the reason some parents don’t tell about their child’s differences is because of the perceived stigma attached and they’re concerned that their child will be treated differently.

But, the thing is, that in order to teach a child with disabilities you do need to treat them differently. In the positive sense. A teacher may need to adapt their explanation, or allow more time, or use a different teaching method, to help that particular child understand. For example, a person who is wired slightly differently, needs a different sort of explanation to help them understand. In the same way a French speaker will understand an explanation in French far more than an explanation in English. And if you have a group of fluent English speakers, and one French speaker with limited understanding of English. It is a poor teaching approach to just teach in English, ostracising the French speaker; a good teacher will incorporate French in their teaching in order to be inclusive.

Teachers and coaches need to be multi lingual and be able to teach so that the different learning styles are accommodated. In which case, it’s helpful for a coach to have some inside information about any student with learning difficulties so that they can best plan and structure their lessons.

I`ve often had lessons where I`ve been trying to teach a concept, and ultimately failing, coming up with Plan B or racking my brains for alternative explanations. Then, at the end, I`m informed by the parent that the rider has a physical limitation, or doesn`t compute whatever approach I’m using. At which point I’m internally frustrated, and the rider showing signs that they’re equally frustrated. This is when it would be useful to have had insider knowledge so I could go straight to Plan C and get it right first time. There’s no judgement from my side as I want to be able to get my message across and help my rider improve from the off.

However… I do find that being told too much detail on the first lesson actually clouds my assessment of a rider. A few weeks ago I taught a one off lesson (long story), and was fully briefed by the Mum about the rider’s way of learning and processing information. I actually felt more pressure from all this insider knowledge that I overthought my lesson. Within minutes of meeting the rider and watching her ride, I disregarded most of the information from her Mum. Not because it was unimportant, but because I didn’t need to bear it in mind. Let me explain better. I was told that this rider struggled to retain lots of information and tended to switch off. Which is fine. But my teaching style is much more bitesize. Do an exercise or movement, talk about one part of it. Improve that. Do another exercise, focus on another area, be it improving the rider’s riding, or discussing the biomechanics and feel. I understand why the Mum wanted to tell me this nugget of information, because if I were a lecturing type of instructor, the rider would have struggled to retain the lesson.

So what’s the answer?

To be honest, I’m not sure, and I think it depends on the individual and what is being taught. Horse riding is physical, so actually it’s useful to know of any previous injuries, weaker limbs (from breaks etc), or poor core strength. Often I’ll make the observations, but equally it’s useful to know that there’s a reason for asymmetry, or if they’ll find it difficult to achieve my corrections, rather than bad habits.

In terms of the non physical differences, it can be harder for a coach to understand or identify them, which is where I think it’s down to the parent to inform the coach of anything on a need to know basis; whether it be a personal quirk, undiagnosed suspicion or a clinical diagnosis. I.e. In the stable management sessions, doing quizzes, it is relevant to know about them and their dyslexia. But it’s not as relevant in their ridden sessions. I also find it useful to know of any behavioural triggers when teaching. Firstly, so I can avoid triggering them, and secondly so that I’m not caught off guard, and thirdly so I’m not offended, or feel like I’ve failed in my teaching.

It’s a very sensitive subject which needs to have the stigma removed from it, and for everyone to understand that someone with additional learning, whether it has a label or diagnosis or is just their individuality, needs does need to be treated slightly differently in order to be able to learn. Sure, it’s discrimination, but it’s not exclusion. If anything, being ignorant to a person’s needs and being unable to help them leads to them being isolated and ultimately excluded from the main group.

I’d be interested to hear the viewpoints of parents on finding the balance of what to tell riding coaches about their child, and their experiences in this area, because it’s definitely an area which we can improve on, to better a rider’s experience of learning to ride and improving an instructor’s skill set.

Opening Up The Thighs

In my weekly pilates class we’ve been doing a lot of stretches to open up the front of the hips – muscles which become tight when sat at a desk all day and subsequently prevent you from sitting upright and having the long leg desired in the dressage arena.

I’ve made a few observations over recent months about adjusting stirrups, which link into these exercises.

Let me explain.

When I was a teenager helping at the local riding school and had to adjust a client’s stirrup length, we would ask them to take their foot out of the iron and swing their leg back. Then you can access the buckle at the front of their thigh. There’s also no weight on the skirt of the saddle and you can see what you’re doing, so it’s a straightforward adjustment. I didn’t think much of it, apart from the occasional beginner or mature adult who was a bit stiff the first few times.

Fast forward almost two decades (when did I get so OLD?!) and now anytime I see anyone having assistance to adjust their stirrup length, brings their leg forward, akin to adjusting the girth. Why has this trend changed? Or maybe the leg back approach was just a Welsh thing… Perhaps our increasingly sedentary lifestyles has made us all stiffer in the hips?

Anyway, let’s not go down the route of discussing keeping the foot in the stirrup whilst adjusting the leathers, because that technique actually helps stretch out the inner thigh (one of the reasons many people struggle to use this technique if not brought up with it). We’re talking about assisted stirrup adjustments.

Based on my observations, that riders prefer to draw the leg forward to make adjustments, and the fact that many leisure riders find it difficult to ride with a long leg, either relying on knee rolls to hold their leg in the correct position or pitching forwards at the seat. Or both.

Linking back to pilates; when we prepare to ride and do some leg stretches, or when we do leg stretches in the saddle whilst first walking around, should we also be considering how we adjust the stirrups, using any adjustments as an opportunity to stretch out the front of the hips?

It would be interesting to do a study with those riders who usually move the leg forward when stirrups are adjusted, and instead get them to move their leg back each time they ride and adjust the stirrups. Over the course of a few weeks, do they find this movement easier, and does their seat and leg position improve? Then, how much effect do the pilates stretches have on seat and leg position if done before every ride?

Food for thought…

A Journey

Buying a horse isn’t like buying a car. You may like the test drive, but unlike a car (unless it’s a second hand car sold by Harry Wormwood) you are only beginning the journey. A new horse will be affected by changes to his environment, diet, tack, routine, and needs to build a relationship with their new owner. The first few months are always a journey, and I get such satisfaction seeing a pair coming together and developing a relationship, especially if I’ve been involved in the purchasing process.

In October a friend and client bought a little cob. Emphasis on the little. He’s only about 13.2hh, but is wider than he is tall, so easily carries a small adult. He hadn’t done much in his previous home, but is a safe and sensible leg at each corner type.

We started by gentle schooling and hacking, to build his fitness. Poles and little jumps as necessary. He also had the usual checks and changes – saddle check, chiropractor, clip etc. In hindsight, we probably rushed this process, as he was quiet and accepting but in reality they were all new experiences for him. He had a new saddle within weeks, we changed the bit to discourage him from going behind the vertical, he was fully clipped.

Then he started broncing. Not the odd buck, but head between the knees, coiled like a spring, and not what he appeared to be when he arrived. We stripped everything back to how he came (with the exception of his clip), and came to the conclusion over Christmas that his cheeky behaviour was a combination of being stabled for the first time in his life, being a little too attached to his neighbour, and being clipped – his behaviour was better on calm, milder days. He also had his teeth rasped in January, which were definitely overdue so that was possibly a contributing factor.

Unfortunately, you can’t stick hair back on, so we’ve had to ride out the freshness, and let the clip regrow. He definitely doesn’t like being completely naked so in the autumn, he can just have a blanket clip, which I think will be better suited to his work load and living out.

The last three months have been a steady progression of building his confidence out hacking, having him shod because he got a little footsore, and encouraging him to lengthen his compact little frame.

I’ve been really pleased with his and his owners progress. They’re developing a strong relationship, he’s working nicely for both her and me. He feels stronger in the school. Right canter was non-existent and left very unbalanced, but now we get right canter more often than left and both are three time and rhythmical. Below are two photos to show the difference in the pony’s posture and condition. His neck has muscled up nicely and his short back has become strong, with toned hindquarters. He’s a curvaceous type so will never look like an event horse, but he’s definitely more muscle than fat now.

It’s not been the fastest or smoothest transformation, but the pair have a solid foundation for the next few months as we look at sponsored rides, more jumping, and maybe some online dressage tests…

Snaking Leg Yield

I’ve been using a tricky little exercise recently with several clients recently. It’s all about balance, straightness, and understanding of the aids. Plus the fact that less is more.

Starting on the left rein in walk, because it’s more complicated than first appears, turn onto the centre line at C. Leg yield to the right for about three strides. Ride straight and then leg yield to the left for about six strides. Then leg yield back to the right onto the centre line. Turning right at A to change the rein.

When coming off the right rein, leg yield to the left first.

The secret to this exercise, and I usually let my rider have a couple of goes before letting them in on the secret, is that less is more.

If you’re too ambitious and ask for too much leg yield, the horse invariably loses balance and has too much bend in their body. Which makes it harder for them to straighten, change their bend and start to leg yield in the opposite direction. Then it takes longer to change direction and you run out of centre line.

Once my rider starts to be more conservative with their leg yield there is usually just the small task of tidying up the transitions between the leg yields and then they’ll crack the exercise.

If leg yielding from right leg to left hand, the rider needs to use the left rein to balance the horse and use their left leg to stop the leg yield and ride straight. Then they need to change their position into position left (left seat bone slightly deeper, left leg on the girth, right leg behind; right rein becomes the outside rein) before asking for very slight left flexion and then the leg yield back to the right.

The straighter the horse stays in leg yield the easier it is to change direction. Less is more.

Holding Rubber

I’ve done this exercise a few times recently with various clients, for various reasons, and it’s had some good results. In itself, it’s quite an easy thing to do while working on other parts of their riding.

Some riders ride with their hands curled lightly around the reins. Of course we don’t want to be holding the reins particularly tightly, but if we aren’t holding the reins firmly enough they have a tendency to slip through. For some people, one rein tends to slip through. For others, both. And for some it is the horse (or pony) who discreetly sneaks the rein through the rider’s hand.

Some riders interpret the “squeeze and release” of a half halt or a flexion aid, as squeezing the rein and then letting go. Perhaps the words need to change to “squeeze and relax”…

In either situation, the rein contact becomes inconsistent.

My analogy for this situation, because I like analogies, is to imagine walking down a busy street with a toddler, holding hands.

Hold the hand too tightly and the guy toddler shouts and digs their heels in. They won’t move forwards happily.

Hold their hand, letting go at random intervals and dropping them. They become disconcerted with the insecurity of your guidance.

Now imagine you are holding their hand slightly more firmly, and give the odd reassuring squeeze. You’ve not dropped them or left them hanging, but you have changed the pressure of the hand holding and exchanged a secret message.

This is the sort of rein contact we’re aiming for. Consistent, clear communication, and even.

For my riders who hold the reins tightly I remind them to relax their arms and fingers, and will do no rein exercises to ensure they aren’t using their hands subconsciously to balance.

For my riders who have loose fingers, especially the children, I will take two pieces of flat arena rubber (if they have a sand arena I try to find a small flat pebble. One father uses a penny with his daughter when practising this) and get my rider to hold it in their hands as well as the reins. It’s small enough that it doesn’t fill their hands up and make holding the reins and whip difficult, but they will become acutely aware of when they loosen their fingers and drop it!

We then have ten minutes of laughter as they invariably drop the rubber and I have to replace it. Depending on the rider, their age and approach to riding, this can become as fun and as silly as required. I remember with one young client there was lots of “uh-ohing” and me flouncing around looking for replacement rubber to keep the exercise like a game.

Within minutes, I find that my riders are usually holding the reins in a more consistent way; either both hands are now holding with the same amount of hold, or the reins have stopped creeping through their hands. Once they’ve stopped dropping the rubber, I do some work on circles, transitions, changes of rein, or whatever movement usually causes them to loosen their fingers. With older riders they start to see the positive effects and can begin to ride between leg and hand more easily, and they can improve the bend of their horse as they can ride inside leg to outside rein, and control the outside shoulder.

Once my rider has found the correct rein contact they don’t drop the rubber as frequently, so I usually move on with my lesson plan, accidentally-on-purpose forgetting to remove the rubber from their hands to see how far we get before they drop it, or realise they’ve dropped it.

I often find that holding the rubber only needs to be done once or twice to teach a rider the right amount of feel, and to help them understand the concept and effect of a consistent rein contact, which for kids improves their overall control over their pony’s speed and steering, and for adults helps them improve their horse’s rhythm, balance and create impulsion.

Self Carriage Success

Self carriage is the ultimate aim for all of us horse riders, but in trying to get there many of us are guilty of micromanaging our horses and their way of going.

You know the sort of thing: you’re working on your horse giving some inside flexion and before you know it you’re holding them in place. Then they begin to rely on you nagging and you become a noisy rider.

I frequently remind my riders to go quiet and still when their horse is softening and doing as they should. They don’t need to drop the contact or take the leg and seat off completely, just soften and reduce the strength of the aids.

With one of my clients I’ve been paying special attention to getting her to hand over the reins, literally, and putting the onus onto her horse to carry himself as she can become too busy and he gets a bit reliant on her putting him in the right place. It goes against my client’s nature, but she’s starting to hand over control.

We warm them both up using circles and school movements to develop vertical balance, whilst reminding my client to give moments of peace. Then when her horse is working in good balance and is supple and rhythmical, I get them to ride large with the odd large circle. Simple school movements than what we have done in the previous fifteen minutes, but with the aim of my rider doing less and her horse carrying himself.

It struck me a couple of weeks ago, when hiking across frozen, poached fields with a two year old, that teaching self carriage is similar to teaching independence to a toddler.

“Don’t hold my hand, I don’t need help!” she says stepping into a frozen mud valley of the field. The divots are big enough for me to feel precarious whilst crossing, let alone when the valleys are knee height. I let go of her hand, but it hovers just behind, ready to catch. She’s every chance of success by the way I’ve prepared her, but I’m ready to catch her before she falls.

With a horse, you use the aids to guide them into the right frame and balance. Then you take away the scaffolding as they perform a task well within their abilities. But you’re still there, ready to step in the moment they flounder. Initially it may be a reduction of the frequency of the aids, or it may be a lighter aid, but all of your reductions are focused on making your horse more independent and less reliant on you holding them onto the springy, engaged trot or canter.

When your horse, just like a toddler, succeeds in a simple task they grow in confidence in their own abilities, they relax and develop self carriage. It may only be a couple of strides before you take back their hand, but eventually they’ll be that balanced (emotionally and physically), fully fledged young adult, we aim our toddlers to become.

But we have to trust ourselves enough that our preparations will let them fly off with success when we let go.

One After The Other…

I’ve decided that I’m not a huge fan of running clinics because of number of potential unknowns in a group. And what if my lesson plan is totally unsuitable for a rider and horse?

What I have discovered that I like doing though, is doing a series of consecutive private lessons at one venue. With the same theme, but it means that I can tweak the exercise to best suit that client. It leads to quite an intense, but very satisfying day.

I regularly go to a yard where several Pony Club members livery, and teach consecutive 30 minute lessons all morning, using this format.

Last time I went I laid out a straight forward exercise of a placing pole to a jump, then three canter strides away a second fence. Before the placing pole and between the two jumps I laid tramlines.

With my first little jockey I warmed her up focusing on not flapping like a windmill when trying to keep her pony in trot, by having her carry a horizontal whip. I think kids can get so carried away by wanting to jump and go fast they often don’t connect how improving the little things helps the big things. With quieter hands the pony seemed happier and more forwards, so I drove the message home by focusing on this with the poles. I had her planning a better turn towards the exercise so that she started straight, and then channeling her pony with still hands, using the leg to keep him travelling forwards. We worked in trot in both directions, really focusing on her preparation and then just applying the accelerator. As we built the exercise up to jumps my rider started to see the benefits of quieter hands in that her pony almost picked up canter and gave enthusiastic pops over the jump. The feeling of easier jumps will hopefully motivate her to practice keeping her hands still on the flat.

My next rider and pony were a comfortable pair. Neither are hugely ambitious and enjoy being in the comfort zones. Which means the pony often jumps from an idle canter which feels jarring, upright and uncomfortable, as well as being height limited. I had them cantering around the arena finding the “Friday Afternoon” canter such as on the way home from school. Concentrating on riding forwards before and after jumps will help the bascule flow and feel easier. Then my rider could fold into a more balanced jumping position. The tramlines weren’t hugely relevant to this lesson, but just their presence helped keep the pair on their jumping line. For these two I converted the placing pole into a low upright to make a bounce to improve the suppleness of my rider as she had to rapidly switch between her two point and three point position.

Another lesson with a more novice rider, had trot poles instead of jumps, and used transitions between the tramlines to improve control and accuracy. Switching between light seat over the poles and rising trot improves the rider’s balance and familiarity with the jumping position in preparation for jumping. It could be developed into just the one jump at the end of the exercise, or cantering through the exercise as required.

One of the other riders tends to over think pole arrangements, riding to each pole individually instead of the exercise as a whole. I was fully prepared to simplify the layout if her brain threatened to implode, but started her off trotting and cantering through the exercise with the poles on the floor. My main focus was on my rider looking ahead, not at each pole, and understanding that if she rode a good turn and aimed for the end of the exercise, she didn’t have to worry about the tramlines (yes, her tubby pony did fit easily between them!). We built up the jumps using crosses to help focus her straight ahead, emphasising that my rider looks at the second jump just before she jumps the first, and so on. The pony stopped chipping in and getting too deep to the jump, and my rider didn’t get in front of the pony, loading the shoulders. Again, I made the placing pole into a small bounce to further develop the feel for an uphill jump, and to help my rider start to feel that she was behind the pony over fences instead of in front. I didn’t end up simplifying the exercise as my rider comprehended it well; it was a really good session to help her learn to filter out the less important parts of an exercise or course, and to ride to the end of a line. I was really pleased with how things slotted into place for these two.

My last client has a pony who tends to drift and go crooked, so the tramlines were ideal to improve the rider’s awareness of drifting, and to help her correct it. Using cross poles to further help them stay straight I soon discovered that my rider didn’t ride after the jump. So instead of riding the five stages of a jump – approach, take off, bascule, landing, get away – she forgot to do anything on landing! The tramlines between the jumps then had a second use. I had my rider approach the exercise in a steady trot, quietly pop over the first fence, land in canter and then sit up and ride into trot between the poles so that they had a steady approach to the second jump, and were more likely to stay on the jumping line. Having a physical marker to ride to helps make a rider commit to a transition, or movement as it’s easier to judge their accuracy. After focusing on riding after a jump, they began to stay straighter and steadier, which will really help them as they progress to riding a course.

This set up gave me hundreds of different options for teaching, and could be easily adjusted between clients as needed. Possibly my new favourite sort of day – one exercise, lots of different private lessons so I can hone into each individual’s requirements.

Online Learning

The idea of distance learning has been around for years. Whilst taking my A-levels I did an Open University short course as part of a project to help students choose a degree. It was fairly enjoyable, but I think I only managed it because I was already devoting my life to studying and didn’t have any other plates to spin. How adults return to learning with a job and family is beyond me.

Over the last year though, distance learning has made a huge leap forwards. Instead of it being for mature students, or the infirm; every school child has done it at some point or another. They will have done different amounts of online learning, but kids of all ages have had to learn to learn with less support from their teachers.

I would never have considered having to teach equitation online last year. The closest I’d ever gotten to distance teaching was giving a client guidance when they sent me their concerns between lessons. It may have been as simple as guiding them on adjusting their horse’s diet, or how to overcome a simple nap in the arena. But they were all short term plasters; damage limitation until I saw them in five days time.

The first lockdown in the spring saw me offering to teach the BHS Challenge Awards over Zoom. As well as giving feedback on riding videos or teaching a child wearing a backpack containing a Bluetooth speaker connected to their parent filming them in the middle of the arena – I tell you what, you get a lot less back chat when communication is one way! That was a challenge, and not ideal, but useful to keep them ticking over and refocus them on the basics.

Now of course, we’re still allowed to teach private lessons, but unfortunately Pony Club has had to halt all face to face activities. In the spring we did some photo comps, weekly riding exercises, achievement badge activities. But this time we’d already planned the efficiency test training up until the Easter holidays.

So I had my work cut out coming up with Plan B, but the result is that my branch is offering training from D test to B test. For my part, I’m training the younger members for their D and D+ tests, as well as offering achievement badges for the youngest members, and those not ready for their next efficiency test.

I’ll be honest, it’s unchartered territory for me. And the kids know how to use Zoom better than me – “you have to share sound separately, Susy” – but I’m enjoying the challenge of working out how to teach from a screen.

To begin with, I made a PowerPoint for the two efficiency tests. I made one PowerPoint as the D+ test has a very similar syllabus to the D test, just more in depth, so one PowerPoint, with special D+ slides covers everything.

Everyone learns in different ways, so I felt it was important to try and bring in several different learning styles. I found some videos to supplement where I would demonstrate if we were in person; such as putting a headcollar on; then put a combination of notes and pictures on the slides, which together with me talking and posing questions, ticked most learning styles. Screen sharing has proved to be a very useful tool!

I also find that kids, especially younger ones, can find it difficult to verbalise a process, or describe something using words. So for our points of the horse session, I told all of them to bring a toy pony along (or photo for the older ones) and as we went through the different points, they could point to the appropriate place on their pony. I also used my, I mean Mallory’s, rocking horse to stick labels onto. When I did the pony behaviour badge with the younger children they had to show me using their model pony and rider how to approach a pony, where to stand to lead it, how to turn them out, etc.

I’ve also added activities into the training, which they can do with me, or afterwards, as revision. For the youngest kids, we had a matching exercise (draw a line from the horses face to the matching emoji, to the word) and some colouring. This meant that the pre schoolers could do the colouring while I talked to the older members at a slightly higher level.

I think for the topic of tack for the D and D+ training I will recruit the rocking horse, as the tack is removable. And for the colours and markings badge I want to do in a couple of weeks time, I’ve got a painting exercise for us to all do together. But I’ll continue to think outside the box for ways to engage the children, who usually have the attention span of a gnat on a hotplate!

Please send any other ideas on a postcard!

Rehab – a Secret Blessing?

Your horse picking up an injury and needing long term rest and rehabilitation is everyone’s worst nightmare, but sometimes it can be a blessing in disguise.

Looking after a horse on box rest is exhausting, but you do get a much stronger bond from so much time spent on the ground. Useful if you’re a new partnership.

But the bit about rehab that I find so interesting is when you’re bringing a horse back into work. Yes, it’s tedious. Yes, it’s time consuming. Yes, it’s a fantastic opportunity to really correct and improve the way your horse works.

Sometimes a horse may be tight in their neck and struggle, for example, to work long and low. Well being out of work atrophies those muscles, and weeks of walking is the perfect opportunity to establish long and low, and develop their topline.

It might be something you want to work on with your own riding, and putting some focus on you can often take the pressure off your horse, which slows your rate of rehab (it stops you rushing into canter work, for example) and gives your horse more time to strengthen up. There’s nothing to stop you having lessons whilst still in rehab; just be sure your instructor knows and understands your present limitations.

I’ve started helping some clients bringing their mare back into work after an extended time off with foot problems. Before I got physically involved, they did a month of walk hacking before a couple of weeks of short trots. The mare had been signed off from the vets, but her owners didn’t know how to bring her back into work so sensibly asked for advice. I suggested a prolonged walk only period because the mare is a bit older, and I think it’s always better to spend an extra week at stage one if in doubt. Plus it was the middle of winter so why not take it steady and not put pressure on yourself to do that daily walk when it’s dark, wet and windy.

Anyway, we started at the beginning of January with me riding twice a week, and her owners riding her in between. Prior to her injury, we had started working on relaxation, and encouraging the mare to lower her neck and stop being so hollow. I also wanted to encourage her to use her hindquarters, and take a longer stride, as she was a long way from tracking up in trot. This was the ideal time to focus on that because the bad muscles had reduced, and we could take the time in the slower gaits. Of course, she may have been compensating for any pain and not using herself as well as she could. In which case now, in theoretically no pain, she should be able to use herself correctly.

We started with short trots around the outside of the arena, and I was pleased to feel that the mare felt really sound, and was starting to take her head lower, but long and low was still a long way off. We walked over poles, which are always exciting for her, but she rapidly got the idea, and slowed down, lowering her head and stretching her legs. Afterwards, both her walk and trot felt looser.

It’s only been three weeks, but already I can see the difference in the mare’s posture on the yard, and she’s carrying herself in a longer frame – head lower and neck longer. The trots have gotten longer, still predominantly straight lines but now the odd 20m circle to help her rebalance. We’ve done raised walk poles, which are quite tricky for her and the distance between walk poles is getting longer as she’s getting stronger. Five walk poles is about her maximum at the moment, otherwise she tenses and tries to rush the last one instead of stretching a little bit more – as you can see in the video below. After doing this set of poles a couple more times she figured out how to stretch over all five poles and didn’t rush.

The plan for the next few weeks is to plateau really; no canter yet, but longer trots, more big circles, more walk poles of increasing difficulty, and a longer and lower frame. I also want her owners to get more involved so they start to do more of the work, and they develop the skills to help the mare into the longer, lower frame. We don’t need to push on with the intensity of work, and I really feel both sides of the partnership will benefit from time spent building this skill set and topline muscles. The canter also fizzes this mare up, so I’m concerned the canter may temporarily undo our trot work so I want the trot to be very established before taking this step.

Although a long rehab is not what anyone wants, I really believe this mare will come out stronger than before, with a much better posture, way of going, and musculature. It will be interesting to follow.

Find the silver lining of an injury and rehabilitation programme. Find the weakest areas for both of you, and use the loss of condition as a blank canvas for you to have another go, particularly as you’ll have learnt more about your horse, more about soundness, and more how a horse should work to prolong their working life. It’s tough, but so many horses and their riders come out of rehab better and stronger.