I love having the opportunity to teach consecutive lessons at the same venue as it means I can play around with one setup of poles or jumps and utilise a variety of exercises. If I had a base to teach from I’d probably have a layout for a couple of weeks which could be used for flat, pole and jump lessons. Which would give the opportunity for clients to get some continuity and to develop the exercises over a couple of lessons.
For anyone bored during lockdown, this is a fabulous arrangement of poles which can be used umpteen times without becoming boring.
The pole at X is used in both circles, and the 3 poles at each end are laid out to make an accurately sized circle of about 18 metres. It’s useful to have the outer track free from debris.
The first use for this layout is to make circles rounder. For some young riders they tend to ride EB in a straight line, so the poles help teach them how to ride an arc across the school.
For more established riders, I usually discuss and encourage them ro to evaluate the quality of their circles and compare them to the opposite rein. Then we discuss stiffness; why one rein is harder than the other to get a round circle.
Once the circles are round and symmetrical in trot the same work can be repeated in canter. Often a pony will drift out on a canter circle without their rider noticing. Well with the poles it’s obvious when your circle isn’t round!
The poles can be raised on the inner end to improve cadence, help prevent them from falling in and improve vertical balance.
Finally, the poles can be converted to cross poles which tests jumping from a rhythm and improves suppleness.
With the exercise as poles on the floor, raised poles (although the pole at X needs to be raised at both ends) or jumps, a figure of eight can be ridden over the circle of poles which helps with flying changes; teaches a rider to plan their route and use their seat and body to affect their horse.
Apart from improving circles, this layout has another use – teaching gears to the gaits. Using the two poles on each three quarter line, ride straight over them in working trot, counting the strides. Then try to lengthen the strides into medium trot, getting fewer strides between the poles. Then collect the trot and increase the number of strides between the poles.
Again, this can be done in canter, and then as jumps instead of poles. With young kids you can keep it simple and just teach them to count strides which increases their awareness of rhythm. And with older kids it becomes a game, with them becoming more determined to get a set number of strides.
You can then also discuss the way the bascule changes shape depending on the type of canter – how when jumping from a medium canter the take off and landing points are further away from the base of the fence, giving rise to a long, shallow bascule. From collected canter those points are closer to the fence so creating a steeper, shorter bascule.
I love the versatility of this layout and how each subject can be layered to suit all abilities and all levels of understanding. It gives me so much variation between individual clients with the exact same lesson plan.
I spend a lot of time working with riders and horses who have angst over a certain area in their riding. So whilst building their confidence in that area I also need to help them set themselves up for success when they do broach their weak area when riding.
For example, I was helping a girl with her horse who had lost her confidence in canter. There were a couple of issues in that the horse lacked straightness in trot which was exacerbated in canter. The horse also played off her nerves, rushing in the canter and then anticipated the second and third canters so became a bit strong and fast, which then worried my rider so she felt out of control.
We built the foundations in trot over the course of a few lessons and then they had a short canter in a tactical place (short side of the arena) which was successful and then I discussed with my rider how it felt and what she should try to do the next time. Then we worked on the trot to reestablish their balance and control. Once settled and not expecting another canter transition, we did one.
Over the next few lessons we worked on making canter uneventful; so it became normal and just part of their schooling sessions. By incorporating it into a sequence of movements, working on the trot until there was no anticipation and choosing different places to ride the transition will all help my rider to feel most in control and give her a positive canter experience.
Then the canter work becomes less eventful and with it less anxiety or nerves, and then a positive experience for both parties and good habits are created.
It’s the same if a horse anticipates an exercise. One girl I teach has a new horse who gets very excited about poles and jumping. We’re still building their relationship on the flat and over poles, but the second time they ride through an exercise the mare gets very quick in anticipation. So we’ve made the polework boring. They ride over the poles and then do some flatwork – circles, transitions etc – and when the mare isn’t expecting to go over the poles they go again. They’re also changing the approach; turning later or earlier and coming in different gaits. So the focus is shifted from the poles, and they become boring as they’re part of the course, and she doesn’t know when or how they are going to do it. It’s uneventful. But my rider remains in full control so we are not creating a situation where the horse knows they can take control after a line of poles.
One horse I ride can be very opinionated about returning to her stable afterwards. So instead of putting myself in a confrontational situation, which is potentially quite dangerous, I’ve been skirting around the subject. Initially, what the mare did was march back to her stable, and have a tantrum when asked to halt, tossing her head around and dancing about, threatening to rear.
So each time I returned from hacks I’d get off halfway along the drive and walk her in hand back to the yard. I halted her before she was expecting it, and before she began to get antsy. I’d have a calm dismount, run the stirrups up and walk calmly back to her stable. Once this was a calm scenario, I’d add in some halts on the way to the stable. Then I’d dismount closer to the stable, but each time before she started her quick march back.
I also started doing a a similar thing on the way back from the arena; getting a calm dismount closer and closer to the stable yard. I feel we’ve broken the cycle of anxious rushing back to the stable without making a big issue out of it and today she walked calmly all the way to the stable yard. Stood patiently while I dismounted and faffed around, before returning to her stable.
It may have taken longer with this approach but I feel it’s a much calmer environment and will have a lasting positive result than engaging in an argument at the point the horse wants to rush back to her stable. Hopefully new habits are created and the memory of the bad ones erased.
My approach to any issues with both horse or rider is to take a periphery tactic. Look at other behaviours and have physical checks to ensure that they aren’t contributing to the issue, then circumnavigate the problem until you find the best tactic and then make your move. Taking the event out of the, well, event I guess, so it’s as stress free as possible for everyone is vital. After all, if the rider or handler becomes stressed it will feed down to the horse, and if the horse becomes stressed they will worry their owner. Additionally, if any problems do arise it’s very simple to take a step back to redress the horse-rider relationship or to reestablish confidence levels in other areas before trying again.
Every so often, do you allow yourself to dream? I’m always hearing competitions on the radio – when you hear a song, ring in and win money. I never ring in. I don’t have a good track record of winning lucky dip competitions. I was always the grandchild returning from Weymouth carnival empty handed, before being given the teddy that Granny had won as compensation. The only competitions I’ve ever won are from hard work.
It doesn’t stop me from pipe dreaming though. What would I do with a sizeable lump sum of money?
I wouldn’t go crazy, stop working, travel the world, buy a brand new range rover or anything. But I’d definitely move house I think.
Recently I’ve come to the conclusion that what I want from our next house is enough space for Otis at the bottom of the garden. Just 3 acres or so. Enough for him and some sheep for company. Or possibly the pony. A slightly bigger house would be great – four bedrooms and an extra downstairs room to lighten the working from home burden. Detached. On the edge of a large village. I’d be very happy with that setup. Not too much housework, and a moderate garden. But space for Otis to join in family BBQs. Don’t worry, I’ve not forgotten Phoenix. She can come for any holidays. But she needs the facilities of a livery yard, and I like the social side.
But what if money were no object? What could I live with? It sounds such a hardship. But you know what I mean. What would be my utopia?
I love teaching, so there’s no way I’d stop. I rediscovered that today after a couple of weeks of feeling decidedly average in the coaching department. But I wouldn’t want the hassle of a livery yard. Or the invasion of privacy.
I’ve mulled it over and I think I would want a fairly small house – five bedrooms maximum. Not like these ten bedroom mansions I keep spotting online. A sensibly sized garden. Half a dozen stables. An arena – bigger than a 20x40m so it has more scope for jumping. And something like 8 acres. I could live with slightly less.
So what would I do with this? It’s too small to be a livery yard and I’ve not changed my mind on it being too much hassle. Instead, I’d have 3 permanent residents – Otis, Phoenix and a pony. Then I’d offer holiday, training and rehab livery for one or two horses. If anyone was on holiday, or out of action due to illness or injury, then their horse could come on a working holiday with me. If someone needs help training their horse, then I could offer a bootcamp, and if an owner is struggling with a rehabilitation programme – walking out twice daily or restricted turnout – then I could offer this on a quieter setting, which many horses would benefit from alongside the consistency I could provide. All alongside my freelance teaching.
I could run monthly clinics myself , or hire out the arena for Riding Club clinics and Pony Club rallies. Or I could just offer my arena for clients to come and have lessons with me. Offering clinics would then cover my need for social support with Phoenix. Equally, perhaps I have one livery who is a chosen friend who could provide some chore cover and be a friend to hack out with. Alternatively, a nice equestrian neighbour who I could hack out with would be lovely.
I think this would strike the balance for me between having privacy at home, and earning a sufficient income to cover the running costs of a small stable yard.
It slightly scares me how much livery fees are when I start thinking of the inevitable pony which will arrive in the next couple of years. Especially when you consider that during the winter small people often lose interest. If the pony could spend the winter at home with Otis (such as in scenario one) there would be less workload in terms of stable chores, less pressure to work the pony in dark evenings, and less financial pressure. In both scenarios, the pony could be ridden during school holidays and on fine weekend days either on little hacks or in the school. Surely when you factor in livery fees, this option is becoming increasingly economically viable.
Of course, it is a tie having horses at home, but with the world changing we’re spending more time at home and it wouldn’t be too expensive to have a house sitter for when we went away – solving both the cat and horse problem.
So if anyone knows a suitable property and can provide a lump sum, please get in touch! In the meantime, I’ll carry on daydreaming.
I often talk about vertical balance with my riders as it’s one of the easiest ways to feel if a horse is unbalanced on turns. Have I blogged about it? I shall check as it was definitely on my list to do but I don’t actually remember writing it.
Anyway, when looking at improving vertical balance I use the concept of diagonal aids. That is, the inside leg works in conjunction with the outside rein and vice versa.
Riding a horse is all about a balancing act. From day one, a rider is balancing the horse between going forwards from the leg and not going too fast by using the hands. Yes, the seat is also involved but as that works for both teams we’ll ignore it for the moment. It’s like having clutch control; every car is slightly different and there’s a skill involved.
Once we start talking about vertical balance the balancing act becomes a side to side one.
Initially, I ask my riders to ride some turns in walk, identifying the aids they’re using. Sometimes they get it right, after all I teach “indicate with the inside rein, instigate with the outside leg” when steering, but sometimes they’ll use one limb more than another, compensate for their or their horse’s crookedness, or have totally forgotten about one particular aid. Then, we discuss how the diagonal pairs work together to turn a horse, and to keep them upright on turns.
The left rein and right leg work as opposites to the right rein and left leg to keep the horse vertically balanced.
For example, the inside rein indicates the direction of turn as the outside leg pushes the horse in. The outside rein and inside leg work to prevent over steering and the horse falling in around a turn.
When a rider starts to think about their diagonal limbs working as pairs it becomes easier for them to work on a grey scale. Instead of it being black and white, putting the steering wheel onto full lock, they can now steer by degrees. Just as learning a half halt provides them with gears to each gait.
Half halts then begin to develop from a speed regulator to asking for bend, and correcting balance subconsciously. The rein contact becomes more consistent and because a leg aid is always applied with a rein aid the horse is ridden in a more forwards manner. Using diagonal pairs helps develop the feel and timing for aids too, which helps with refining the way of going.
Developing the concept of riding with diagonal pairs naturally leads on to riding inside leg to outside rein, which is a precursor to leg yield.
I enjoyed introducing the idea of diagonal pairs to one of my young riders a couple of weeks ago to help her transition from riding off the inside rein as a child usually does to riding with the outside aids. She had fabulous results as her pony started pushing through from behind, was more balanced on all their turns and taking the contact forwards. Thinking in diagonal pairs allowed her to position her pony wherever she wanted, and to correct him if they went off course. It was a very satisfying lesson to teach as I felt they both benefitted hugely from the rider’s new found understanding, feel, and knowledge.
When planning a Pony Club rally I try to have a theme running through; such as working on sitting trot, riding serpentines, polework or jumping exercises. Sometimes I choose to focus on a couple of different subject areas. I find the day flows if there’s minimal adjustments between lessons, and those watching the lessons before or after theirs can start to join the dots in their education.
Last weekend I had a really satisfying layout of poles, which allowed me to layer exercises for a range of abilities. On the centre line I laid out three trot poles then a pair of tramlines before another three trot poles. The distance between the two sets of trot poles was approximately two pony strides.
With the lead rein riders, we used the poles predominantly in walk, practising their steering and feeling the bigger steps that their ponies were making over each pole. They also rode the line in trot, improving their balance. It was a useful change of rein and occupied them for most of the lesson along with other balance related exercises.
For the riders who are off the lead rein, establishing their control in trot, this is a really useful exercise, especially as a change of rein during the warm up. The tramlines can be made wider or narrower as needed, and once the riders had got the hang of walking and trotting through the exercise I had them hovering in jumping position over the second set of poles. The next step is to do jumping position over both sets of poles, sitting up and steering in between. This is really good for improving their balance and developing their jump position as repeatedly going into jumping position familiarises them with the feel and increases their security in the saddle.
If suitable, I could have adjusted the poles to canter poles and have riders canter through the exercise. But this weekend it wasn’t necessary for the other ideas I had planned. Besides, often ponies with small riders find it difficult to canter over multiple poles so it’s a can of worms to reluctantly open when I’m feeling brave!
With my first jumping group, who are jumping up to 60cm and starting to link jumps together, I used the exercise in trot as a change of rein in the warm up and once we’d had a canter developed the exercise into jumps.
I made the second set of trot poles into a cross pole and my riders trotted over the poles, between the tramlines and then over the centre of the jump. Once established, I allowed them to pick up canter after the trotting poles. The cross got bigger, and then I changed the first set of poles into a cross pole.
The riders worked on riding a good turn onto the centre line, keeping straight between the jumps as the jumps became bigger crosses, and then eventually uprights. Uprights are harder to stay central than cross poles, as the V of the cross pole draws the rider’s eye to the middle.
In this session I didn’t complicate the exercise any further, but looked to improve their confidence, encouraging them to approach in canter when appropriate, and give them time to get the feel for linking two jumps together nicely – feeling the rhythm and flow.
Another jumping session followed this one, with very confident kids on very competent ponies. A combination which invariably leads to big jumps negotiated in a less than stylish fashion. They used the exercise to warm up, declaring it easy whilst I tried to draw their attention to their rhythm, balance, and accuracy of their turns.
In a bid to avoid ending up in a Chase Me Charlie exercise, I fairly rapidly built up the exercise from poles to narrow tramlines to jump, to two fences with the tramlines. They became more aware of their pony’s tendency to drift, and by starting the exercise with a better turn noticed the improvement in their ability to hold a straight line. Although it was apparently still far too easy.
I answered them by adding a third element to the exercise, two canter strides after the second jump. It was a jump, but it was a skinny fence!
Those riders who had heeded my directives about setting themselves up with a balanced turn, and continued to correct their pony so they jumped the centre of each jump had no problem. Those who were lax in their approach and expected their pony to fly over the third fence, were surprised when they had a run out.
After some tweaks to their riding and getting them to think about their technique and approach to the exercise, it soon flowed nicely, with my riders getting a lovely, fluent rhythm clearing the jumps neatly and easily. Proving to be a very simple exercise if ridden well, yet problematic if ridden sloppily.
To further challenge riders and ponies, the exercise can be closed up so there’s only one canter stride between the elements. That will be next time!
At what point in a rider’s education do you introduce half halts?
I discussed it with some of my younger clients last week, with their parents being surprised at their grasp of the concept by the end of their lesson.
I like to bring in the idea of half halts fairly early on, once a rider is holding a steady rein contact, even if the reins are slightly long, and when they’re fairly balanced. If they have a vague knowledge of the phrase early on then it becomes much easier for them to learn how and when to do them later on.
I tend to layer the concept of a half halt in relation to a rider’s age, current level of riding, level of understanding, and what they actually need to achieve with half halts on their particular pony. As they develop as a rider, so their half halts evolve from dictating the rhythm to connecting a horse from back to front and the many other uses of a half halt.
So my explanation to last week’s eight year old was that half halts are a rider’s way of getting the pony’s attention. In a crowded room, you’d start talking to someone by using their name at the beginning of the phrase in order to get their attention. The half halt is a rider’s way of getting their pony’s attention before asking them to do something. By attracting their pony’s attention before a movement the pony is more obedient, the movement itself will be more balanced and accurate. At this stage, I get them to start factoring in half halts before transitions and turns.
As the rider becomes more adept at applying half halts at specific points during their ride, and develops an awareness for their pony’s way of going; the use of half halts can then be expanded to help them keep their pony in a steady rhythm. This relies more in feel, so is often slower to be developed. For example, it’s easier to remember to half halt before every turn then it is to half halt at the first sign of your pony speeding up or losing balance.
And so, the use and understanding of the half halt evolves as a rider matures in feel, ability and understanding.
So as well as the uses of the half halt developing over time, so does the half halt itself. It’s a complex aid when not autonomous. Again, I break it down and introduce it piece by piece. There are three components; the squeeze of the outside rein, the close of the leg, and the adjustment of the upper body.
Kids usually find the squeeze of the rein the easiest aid to apply; a squeeze like they’re squidging a sponge. Squeezing the leg is usually fairly straightforward too, but the upper body action often catches a young rider out.
In the textbook half halt, the upper body resists with the core engaging, to “pause” the horse. Try explaining this to a child! I use phrases like “sit up taller”, “lean back” (which brings them onto the vertical), “touch the sky with your head”, “slow your rising”, or “make your tummy hard”. Usually one phrase hits home with a rider and makes total sense to them, so I play around with phrases, demonstrations and any other idea I have to find what works for them.
So when introducing the half halt, I start with just a squeeze on the outside rein. It’s the easiest for them to understand as it ties in with slowing their pony for a turn, or if they’re running on. When the squeeze on the rein becomes second nature and they’ve developed a feel for the right amount of squeeze for a half halt, I bring in the second element.
Which element I bring in next depends on rider and pony. If the pony is lazy then I add the leg aid to the crude half halts. If the rider tends to collapse their upper body then I will teach the upper body aids.
With the lazy pony, I’ll say that as we want to maintain the energy, we need to add in a leg aid immediately after a squeeze down the rein. It’s like “rolling” a chord in music. The hand and leg act together, but not quite together. We’ll then play around until my rider has got the timing right and getting the correct response from the pony. Then we will refine the half halt by utilising the seat and upper body.
With a quick pony, or a rider who tends to collapse forward onto their hands, once the rein aid for the half halt is established, I focus my attention on getting them to sit tall and engage their tummy muscles. This makes their core stronger and stops them being over reliant on the reins in the long term, and also means that they are more effective at half halting and stopping a speeding pony. In this situation, very often only a teeny bit of leg is needed in the half halt, but I’ll still mention it so that when they move onto another pony they can actually keep them trotting!
So long as a rider has a basic knowledge of a half halt, you can adjust the aids and frequency to best suit their mount, and when they ride other horses they can make their own adjustments to find out the new horse’s buttons. You can also use the half halt to convey different messages, depending on the situation and the conversation pony and rider need to have. In my opinion, they earlier (within reason!) a rider hears the phrase and starts to learn about the principle of the half halt, the better for their long term education and success.
This summer I’ve been taking Phoenix out cross country training regularly, and she’s become much more confident and consistent; popping over 90cm and 1m fences, and taking combinations, steps, ditches and water in her stride. So it was time to take the next step in her training and take her to a hunter trial.
We went schooling to the venue a couple of weeks ago but disappointingly not many fences were out, but at least we got a feel for the venue.
I walked the course on Saturday morning, was happy that the jumps were well within Phoenix’s comfort zone. There was a step, a ditch, water. All of which she’s done numerous times in training, but she does sometimes take her time teetering at the edge of them. The rest of the jumps were mainly logs and houses. There was one jump, a parallel of two logs painted white which I fully expected Phoenix to do a Health and Safety assessment before jumping it. Everything else should be straightforward for her.
Phoenix was on her toes but warmed up calmly with plenty of petrol in the tank. She flew over the warm up fences, really taking me into them but with control afterwards. I didn’t do too much, but just before we went down to the start box we popped over the bigger warm up jump and then kept her “in the zone” as the countdown started. As it was her first experience of going out the start box I wasn’t sure how much warm up she’d need, how much of a breather she needed, and how best to keep her mentally ready for the start whistle.
The first jump was quite close to the start box, parallel to the warm up and number two was just beyond the warm up. There were a lot of refusals and dodgy cat leaps over the first couple of jumps. I think it was because they were close to the warm up, going away from home. Anyway, Phoenix backed right off both jumps, leaping them from a sticky trot. She did the same over the white rails at three (although this fence I was just pleased that she didn’t stop) and then over the log at four.
I felt like Phoenix wasn’t really looking at the jumps, but rather the horses walking to the warm up, the fence judges and their cars.
However, going towards the house at number five, Phoenix was clearly gawping at the decorative feature to the left of the jump, not clocking the jump until too late. She flew over it when I re-presented. After the steps she stopped at every fence until we were pulled up, eliminated. Typically, she actually jumped our final fence on the first attempt, even with a steward waving a red flag at us. We took the walk of shame back to the car park.
I spent our walk home trying to make sense of events, and decided that the best course of action would be to return the next day and school over the flagged course. I was concerned that we’d undone all our cross country training and she’d lost confidence. Then I started wondering if I’d over ridden in my attempt to ride positively, combined with nervous anticipation, and overcooked things. After all, she’s a very sensitive soul.
Ultimately, I felt that Phoenix had been overwhelmed by the competition environment – she was definitely paying a lot of attention to what was going on outside of the roped area, and looking at the jumps of every height. Which didn’t leave a lot of brain power to focus on the jumps.
Today, we returned and the course was like the Marie Celeste with not a single soul there. Eerily, I kept to the competition concept, popping two warm up fences and then going down to the start box.
Phoenix flew around the course! Confident over the first six, peering down the step before cautiously hopping off. She felt so much more focused on the course. She insisted on walking through the water, and I let her have a walk break before picking her back up for the rest of the course, which she hadn’t done yesterday. This was quite a good test because it was more of the unseen, competition environment. Which she passed easily. She stopped to look at the ditch momentarily, but skipped over comfortably once she’d assessed it. Phoenix did stop at the last fence, but it was a stop of tiredness rather than not wanting to do the jump. She did it on the second attempt and then we walked home. I think Saturday had taken more out of her physically and mentally.
I know it wasn’t a clear round, but she proved to me today that she is capable, and is back to being confident over solid fences. She just needs more experience in the competition environment so she learns to focus on the jumps, rather than the wider picture. We’ll continue with arena cross country through the winter and then try to get some competition experience under her belt.
Although this weekend was disappointing in the fact that she is more than capable of getting round, I am relieved that she suffered a minimal dent to her confidence in her own ability and in me on Saturday, and I have a clearer idea of the next stage in her training – performing to a crowd!