Perfecting the Jump Position

I spend a lot of time tweaking my rider’s jumping position. Sometimes we have lessons using a simple exercise where I draw their attention to a body part, which may not be wrong, but could be repositioned slightly to improve their security and stability. Sometimes I get them to hover in their jumping position for several strides on the flat to ensure that they have the muscle strength and balance to stay secure over jumps. After all, it’s harder to hold yourself in a static plank than to do one which involves leg lifts. Even with experienced jumpers, it’s worth revising their position regularly to ensure they don’t slip into bad habits.

So what is the perfect jumping position?

In an ideal world, your jumping position will be such that if the horse were to be taken away from underneath you, you wouldn’t fall over. But let’s break it down to the different areas of the body.

The stirrups need to be shorter for jumping than when riding on the flat. For novice riders it may only be a couple of holes, but more advanced riders can have half a dozen holes difference or more. There shouldn’t be a change in the position of the lower leg when going from the three point position on the approach to the jump to two point position over the fence. It’s very common for the lower leg to swing backwards. I often find that getting the rider to soften the knee and allowing the weight to drop into the heel will correct this. Sometimes I’ll get them to go into their jump position in halt and I hold their ankles to prevent them swinging backwards. Often, the pressure of my hand is enough for my rider to be aware of their lower leg and to adjust the balance of their foot as they fold into their jump position so that their lower leg remains immobile.

Next, is the foot and ankle. The ankle needs to be springy; it is a shock absorber. If it is braced and rigid then the heel cannot stay lower than the toe and points down, often in conjunction with the lower leg swinging backwards in the two point position. To solve this, I like to spend a lot of time trotting and cantering in jumping position to develop a more secure lower leg and flexible ankle. A useful off horse exercise for developing ankle flexibility is standing with the balls of you feet on a step and dropping the heels, stretching the calves and achilles tendons.

With the weight into the lower leg a rider is infinitely more secure should they have a dodgy jump – either a chip in on take off, or if a stride is taken out. Next up in the security stakes, is the upper body.

In the ideal jump position, the rider should fold from the hips, with their bottom near the cantle. A lot of riders learning to jump will struggle to fold sufficiently from their hips, either curling their shoulders and hunching instead of folding, or keeping the upper body fairly upright. Over smaller jumps you don’t need to fold as much as larger jumps, but it’s still important to practise the fold from the hips to improve flexibility.

If a rider doesn’t take their bottom to the cantle they are usually tight in the knee, with the toes down and lower leg swinging backwards. This means that their centre of gravity is over the withers so if the horse puts the brakes on, or chips in a stride the rider is vulnerable. Going repeatedly into jump position on the flat helps build muscle memory and improve flexibility. Even if a rider finds it hard to fold the upper body, it’s important they still feel like they’re taking their bottom backwards into a squatting position. In fact, doing some off horse squats can help a rider identify the correct muscles. They will also realise how the foot and ankle need to work in order to stay balanced.

One of the biggest traits I see with established jump riders is a stiff back. They’re secure in the lower leg and weight is over the knee, but in a bid to fold from the hips they are holding tension in the small of their back, sometimes even arching it slightly. This actually encourages the horse to stiffen through their back and means the rider can’t absorb movement as easily so may well be jarred on an awkward landing. This comes back to having a straight upper body on the flat with poise yet no tension – sitting trot can help develop the core so the back muscles are not recruited in sitting upright.

Once the legs and upper body are in position, it’s time to correct the arms and head. A rider should be looking straight forwards over a jump, ready for the next one on the course, and not changing their weight distribution (remember, our heads are very heavy!) over the horse’s back, so making their job harder. The hands should be following the movement of the horse’s head so they are neither restricted or left with no contact.

I was always taught to hold the mane halfway up my pony’s neck, which stopped me pinning my hands on the withers and restricting them over a jump, but also taught me to keep elbows flexible and become more in tune with the neck movement over a jump. Holding the mane also gave some support as I learnt my jumping position. Nowadays, I find people quite reluctant to hold the mane, opting for the neckstrap instead. However, the neckstrap sits at the base of the neck so only encourages a rider to fold and lean on their hands for support and stability.

Ultimately, the only way to overcome this trait is to jump without reins. Which can only effectively be done if the lower leg and upper body are fairly established and balanced. I love sending my riders down a little grid with their reins tied in a knot; it makes such dramatic improvements! If a rider is not balanced enough for this I may do some jumping position on the flat or over poles with one arm out to the side, or just encourage my rider to correct the position of their hands and lift them up from the horse’s neck. At the other extreme, is the rider who throws their hands forward in a bid to ensure they don’t jab their horse in the mouth. I often see riders going from one extreme to the other before finding a happy medium. With those with overzealous hands, I find it helpful to put a band in the mane for then to grab to aim for. The band being just below the half way point to try and train the hands to “follow the movement of the head, not overtake it”. As with the upper body folding, less give with the hands is needed over smaller jumps, but I feel it still paramount to ensure novice riders understand the correct hand position so that they do not jab the horse in the mouth as the jump height increase. Finally, along with ensuring the hands follow the horse’s movement, is checking that the rider is not sticking their elbows out – pushing the hands up the mane usually prevents these chicken wings!

Of course, no one’s perfect, and our individual conformation can make the ideal jump position hard to perfect, but if we know what we are aiming for then we will be as stable and secure as possible over jumps, which helps our horses jump in a balanced and unhindered way.

Jumping is Dressage with Speed Bumps

I’ve been working with a new combination over the summer; an eleven year old girl and her new 15hh horse, with a history of showing and showjumping.

They have been the perfect example of how improving the flatwork improves the jumping. Initially, they could barely get over a line of trot or canter poles. Not because the horse was green, but because he needs to be ridden correctly. Which is a big learning curve for any child moving up from kick and point ponies.

We started the summer improving their relationship on the flat; exploring the concept of rhythm, improving rider position, developing the idea of riding leg to hand. These all began to improve their straightness and balance.

As this improved, the jumping and polework became easier; they had fewer run outs, maintained a rhythm to and from a fence and were more balanced. We did gridwork which helped the transition from polework to jumping, and helped my rider adjust from a pony’s pop to a horse’s bascule.

I then turned my attention to the quality of the gaits, and improving my rider’s feel for a poor trot or canter and her ability to improve them. I mainly did this on the flat, but then I started to notice (which is very common) that my rider was improving on the flat, but not making the connection to that work with her jumping. She got more confident, wanted to jump bigger, and then little problems started to creep in.

With the typical “urgh flatwork” reaction that a lot of kids give, I decided to do a jump lesson without focusing on the jumps. Of course, she went over the jumps, but all my critiquing was on the flat, to hopefully help my rider understand the importance of her flatwork.

I erected the jumps to a reasonable size – big enough that if she didn’t ride the approach correctly then her horse would politely duck out, yet small enough that she wasn’t concerned about the height. As she warmed up we discussed rhythm, impulsion, how reactive he was to the aids, riding from leg to hand, balance on the turns etc.

She warmed up over a simple cross pole on a diagonal line across the school; the first time off the left rein the canter was a bit flat but she got away with it. The second time she held a better rhythm and kept the canter together and rounder so that the jump was more of an extreme canter stride with a better bascule. I focused her on the quality of the canter and let the feel over the jump do the teaching.

We changed the rein, so she was coming off a right turn. Now, I’ve been drumming into her all summer about her pony drifting through the left shoulder, improving her left contact and use of the left leg. Which is improving on the flat but goes out the window once jumps come on the scene.

As expected, they drifted left, her pony loaded his left shoulder and they had a clunky jump. I put myself on the outside of the turn the next time and had her ride a squarer turn without using her right rein. This kept her horse in slight outside bend, controlled the shoulder, and improved their vertical balance and accuracy to the fence. Which led to a much better jump.

We repeated this a few times, made the fence an upright, and it started to come together nicely.

Next, was a double off the dreaded right rein. They jumped it fine when it wasn’t particularly big, and could get away with a crooked, flat canter approach, but once the fence increased to 80cm, when my rider drifted around her right turn and let the canter fall apart her pony either skirted left around it, or got in very deep. Again, I focused on the flatwork and as soon as my rider was riding from leg to hand, riding squarer corners, and kept the impulsion and rhythm balance to the take off point, they flew the fences nicely, making the horse striding easily. He’s only a little horse so easily falls into pony strides if he gets deep to the first fence but the jumps are awkward and he risks knocking the front rail.

I turned my rider’s attention briefly to her recovery after the fence; sitting up quicker and assessing the quality of the canter. It was more to increase her awareness and give her something to mull over in the next couple of weeks rather than a big teaching subject for the day.

Next, we started to link the course together, discussing the time and space between the fences rather than the time in the air. As my rider rode around the course I talked her through the balance of the canter, the outside aids, the straightness of their approach. When she got it, they flew!

However, when she let the canter get sloppy, for want of a better term, they got in deep to the jump and scrambled over it. When she stopped riding around the turn and presumed her pony would take her over the jump, he drifted left around it. There were good parts to the course, and this really emphasised the importance of her approach and canter, and equally she could really see the contrast between the great parts and the “get over by the skin of your teeth” jumps.

We then rode the elements she’d found hardest, talking through the changes she needed to make before going, and there was a definite improvement by the end.

I’m hoping that the takeaway message from today’s jumping lesson was not jump orientated, but more of an awareness of the quality of her canter and her horse’s balance on turns.. She can practice this on the flat and as part of her warm up, and it will in turn benefit her dressage. Which I think she’ll focus more on it when she understands how much it helps her ride a smooth, flowing, balanced course clear.

After all, showjumping is just dressage with speed bumps. Get the bits on the flat right, and the jumping is easy. Sneaking flatwork into a jump lesson is often the only way to get young riders to see purpose to their flatwork and motivate them to improve it for the sake or their jumping.

Teaching Outside The Box

I had been doing some gridwork with a young pony clubber who’s pony is pretty fast to a fence, with a choppy stride and tends to get very close to the jump. Over a couple of lessons we’d used canter poles and raised canter poles on a grid to improve their rhythm and subsequently the pony jumped out of a much better canter – a consistent rhythm and a better length of stride – with a neater bascule. But towards the end of each session we had a blip. My rider stopped riding so positively; she turned her pony out of the jump, and then in the last lesson flatly refused to do the same exercise which she’d already done perfectly.

It was that last one where my rider left her lesson unhappy and I was equally unhappy for a number of reasons. I was puzzled. I was disappointed in myself for not managing to give her a good time. I was frustrated that we had had the desired results, and then it had seemingly all unravelled without me dropping the reel. I did lots of reflection on the way home, and after a long chat with my rider’s Mum afterwards I started to understand the situation, and could make a plan to get out of it.

My rider told her Mum that she got confused by the poles, and couldn’t work out how to ride each pole individually. This is, so I’ve learnt in my research, a trait of some on the autism spectrum. They can’t see the picture as a whole, but tend to focus too much on the little details. I can only relate it to a photo mosaic jigsaw I once had. When you stood back, it was an image of a lion, but when you looked closely you saw it was made up of lots of small images of lions. My rider couldn’t see the main image. This led to her literally trying to ride every pole as a separate element. I did some research into teaching children with autism to look for ideas or explanations which might help my rider, who whilst isn’t autistic seems to interpret gridwork in a different way to most people. There I was told that they can often become upset by patterns or colours, so I decided to ensure I used muted poles in matching pairs to hopefully reduce any sensory overload my rider was having when faced with a line of poles.

I made the most detailed lesson plan I’ve ever done when getting ready for her next lesson, to make sure I had some different explanations, several ideas and back up plans. I was actually a bit nervous, because I felt I’d let her down last time.

Once she’d warmed up and I’d put a pile of poles and jumps in the middle of the school, I brought her into the middle and talked to her. I talked to her like she was nineteen, not nine, or however old she is. I mean, only she knows exactly what’s going on in her head, and I needed her to be able to explain it to me. She needed to feel comfortable talking to me, and one way of ensuring this with children is to give them respect and talk to them as adults. I told her that we were going to play around with poles and jumps, and if anything made her worried, or confused, then she had to tell me immediately and I would remove it. I wanted her to understand what we were doing, why we were doing it, and to gauge her triggers for becoming overwhelmed.

Then I asked her what her job was when jumping. She listed lots of things – jumping position, not pulling her pony in the mouth, getting straight, riding to the middle. Then I asked her what her pony’s job was. She answered that it was to go over the poles and jumps. So I simplified things. Yes, she needs to do all the details she mentioned, but they’re becoming autonomic now she’s more experienced. The important thing for my rider to remember is that her job is to organise them both on the approach and getaway to and from a jump. Her pony’s job was to jump the jump.

We started cantering over a single pole on the floor with jump wings. We discussed canter rhythm and straightness. Then I put out four cones. Two on either side of the jump, about a stride from take off. As she cantered between each pair of cones they signified the point where her pony took charge, and where she took charge again.

With this “zone” in place, my rider could focus on riding a straight approach, picking up canter and keeping it steady, and stopped thinking too hard about the jump as it was in her pony’s zone. Then afterwards she regrouped easily. Of course, a single pole and then a single jump was well within her comfort zone and not something that usually overwhelms her. But that was the point, I wanted her to focus on the transfer of responsibility between herself and her pony.

Once they were jumping the single fence well, and you could see that already the pony wasn’t getting quite so deep into the jump, I added in a second fence, four strides away. I wanted to give them enough space between the jumps that they could easily be separate elements. I made a zone around that jump too. And discussed with my rider that between the zones she needed to sit up and steady the canter as it was her area of responsibility, and given the pony’s love of jumping, we always need to be careful of not going too fast. The jumps stayed within her comfort zone as I got them riding through the related distance, keeping our focus on the zones.

This seemed to be working quite well, so I started talking to my rider about the reason we use the poles. Theoretically, we’ve already discussed it whilst building the grid, but I wanted her to understand the purpose of using poles. She could remember the feel of the canter rhythm over the poles, and was trying to replicate it without the poles. We then discussed her pony’s balance. My rider could feel that the canter was less bouncy and uphill without the poles to help, and whilst their jumping was better, they were still getting a bit deep into the fences.

I suggested putting a placing pole in front of the jump, and my client agreed. Once the pole was down, I emphasised how it was still within her pony’s zone. She seemed happy, and although their first go was a little hesitant, she seemed to understand and not be fazed by the additional pole. Once she’d ridden it a few times I could see her visible relaxing and then they got a better take off point. My rider could feel the benefit of having the pole.

We progressed to having a placing pole in front of the second fence too, and my rider rode really positively and confidently. Their striding wasn’t quite perfect between the fences, so the second didn’t feel quite as nice as the first, but it was definite progress towards a steadier, rhythmical canter and improved shape over the jump. The important part being that my rider understood the benefits of using poles, could manage the exercise and didn’t get overwhelmed.

I was really pleased with how the lesson developed; I think the key points to focus on are keeping the zones, and building exercises as we go. With the majority of riders, you lay the exercise out and build it progressively upwards (one jump, two jump etc etc), but with this young rider I think it’s best to start with nothing and introduce a pole at a time, ensuring it’s within the pony’s zone. I do think over a few months we will get to a point where we can use a small number of poles to help create and improve their canter rhythm in a related distance and not overload her. The important thing is to listen to her and respect her emotions and feedback so that she continues to progress and stays confident.

A Busy Life!

The last few weeks have been so busy I’m afraid I’ve neglected my blog a bit. But I have been reflecting since restarting work, how lucky I am to enjoy such a varied working week.

Lockdown gave me the chance to rest, recharge, study, and reorganise things. And coming out of lockdown I’ve enjoyed picking up where we left off with existing private clients, getting some structure back into my week. I feel like I have some new exercises and better explanations from my own learning and reflecting in lockdown. It’s also been great to see an improved relationship and confidence between some clients and their horses purely as a result of having more hours in the saddle or cuddles in the stable.

But I’ve now got more variety into my work because, since lockdown, I’ve been teaching more Pony Club rallies, and helping members privately too. Teaching more children definitely gives me more to think about, and lots of anecdotes! With the regular rallies, and seeing the children and their ponies more frequently I’m getting an immense sense of satisfaction watching them forming new, strong partnerships and develop as riders. I’m also enjoying planning and delivering different types of group lessons. It’s all a challenge, but a very satisfying challenge! One little girl I almost burst with pride each time I watch her ride, no longer flaps her legs nineteen to the dozen and bounces in canter; she now has effective leg aids, better balance and it stuck like glue to her saddle in canter.

Here’s an anecdote while I remember. I was teaching a lead rein lesson and wanted the children to focus on keeping their thumbs on top, so I asked them to imagine that they’re carrying a mug of their favourite drink. Of course I asked what their favourite drink was … Apple juice, hot chocolate, and … Beer! I’m not sure what any passers-by thought when I shouted “don’t spill your beer” to a six year old boy as he trotted around the arena!

During lockdown I started doing some stable management lectures via Zoom. I’ve been teaching the BHS Challenge Award booklets. A lot of it can be done virtually, talking about the subject, and Google is ever helpful in finding videos to further my explanation, or demonstrate something. To test my clients, I’ve been getting them to video themselves doing tasks; such as tying up a haynet or tacking up. At the end of each booklet I’ve been putting together a pub quiz for them. Upon successful completion, they receive a certificate. We can now start doing the more practical awards, such as learning to lunge. Hopefully leisure riders keep up this interest in learning more about the non riding side of horse ownership as it only benefits their horse.

With normal competitions on hold, and future ones cancelled because they’re not logistically viable whilst maintaining social distancing, online competing has really taken off! My friend runs Demi Dressage, which is online dressage aimed at children. She writes her own tests so they all have a theme and really help children learn a school movement. Last month it was the ice cream test – I watched hundreds of demi voltes! It has been lovely to see so many children enjoying dressage, improving between the months and really progressing. I have a slightly different approach to judging these tests; I judge what I see, but try to make lots of constructive comments, and phrase things in a developmental way so that the children learn the error of their way, but also know how to improve this (for example, instead of “cut the corner” saying “try to ride into the corner to help you turn accurately at F”). The judges comment box also has a suggestion for improvement in, rather than just summising the test. I think that’s the teacher in me! When it’s Demi judging week it’s a lot of late nights, especially as I’m now working again and not helped a few weeks ago by split lip requiring surgery. I didn’t require the surgery, but Mum cuddles were high on the agenda! Demi Dressage definitely gives me some variety to my work.

Adding in my upcoming Pony Club camp in a couple of weeks, I feel like I have a lot of exciting projects keeping me thoroughly occupied. In fact, organising camp is the main reason my blog is taking a back seat for a few weeks as my brain if full to overflowing with thinking of groups, instructors and timetables.

It’s definitely a busy, yet varied job I have, but having an enforced break has made me appreciate how much I enjoy my work.

Canter Exercises with Groups

I’ve been doing quite a lot of Pony Club teaching recently, and have been playing around with canter exercises which can be done individually so that the ponies get a breather but without boring the rider’s who’s turn it is.

I’ve developed several layers to the exercise so that I can use it with all abilities and riders can see their progression. Ultimately, I’ve borrowed the basis of these exercises from my childhood instructor.

The first exercise is to have the ride in halt on the long side of the arena and one at a time, having them canter to the rear of the ride. This is aimed at the rider staying in control, learning to sit to the canter, and keeping their pony on the outside track. It’s a good exercise for those just learning to canter. Sometimes I tell them the letter which they are going to canter, and the letter where they need to be trotting. This tests their accuracy and starts to focus them on riding the transition rather than just kicking and praying.

Sometimes, like today, I have a keen, unruly pony who likes to take control of the situation. Or I have a rider who merrily canters around in dreamland and I need to keep their focus, I make this exercise more challenging. They have to ride four transitions on their lap of the arena – for example, trot to canter at E, trot at A, canter at B and trot at F. This keeps the ponies switched on, usually improves their canter transitions because the pony is more forwards, and helps a rider begin to feel more in control. Plus the short canters means a pony can’t get too quick!

If I have a big ride, or they are more in control, or it’s a cold day, I will keep the ride in walk instead of halt. This also means the riders have to plan their transitions so that they don’t bomb up the back of the ride and can ensure a correct strike off.

A development of cantering to the rear of the ride, is putting in a circle. Again, I have the ride halted on the track about M, for example, and individually they have to go into trot, trot a 20m circle at A before picking up canter between A and F and cantering to the rear of the ride. The circle is a good test of control as ponies will try to nap back to the ride, and if the rider doesn’t plan their circle it ends up rather egg shaped. Once the circle is established in trot, I get riders to make a canter transition over X, building up to cantering the whole circle. Easier said than done as many ponies are indoctrinated to canter a straight line near the outside track so resist a rider’s plea to turn across the arena.

When riders are more established but for whatever reason I don’t want to canter them all together, I will keep the ride trotting and have them individually set off into canter. This tests the second horse as much as anything as they may try to follow the leader. It also gives other riders chance to be lead file. Having the ride trotting means a longer canter, and if building a ride up to cantering as a group a second rider can be sent off into canter before the first has reached the rear of the ride.

A particularly tricky exercise, which tests the use of the outside leg, is to have the ride walking large, and the leader canter large around the arena before passing the ride on the inside and cantering a second lap. Again, this is great for nappy ponies, and keeps a rider focused while cantering. It can be made harder by having the ride trotting instead of walking.

By the time a young rider can do all of these exercises independently in a balanced, rhythmical canter, I would be confident that they can hold their own working in canter in open order, and that they have full control of their pony. It helps when looking at jumping too, because they’ll be able to ride balanced turns in canter, their pony will be less inclined to nap and more responsive to the aids. Which leads to a fluid, balanced approach to a jump which will give them a higher success rate.

Poles for Shallow Loops

I’ve been doing a lot of lesson plans during lockdown; some for private clients to give them some structure to their riding whilst they can’t have lessons, and some for Pony Club, which is a challenge in itself providing a lesson plan with sufficient layers of exercises to accommodate riders aged 5 to 20.

Anyway, I saw a similar layout online and immediately stole it and adapted it slightly to suit my needs.

On the inner track I laid out 3 poles parallel to the long side. One at K, one at E and the other at H in a straight line.

The purpose of these exercises is to improve the suppleness of the horse; discourage a rider from over steering and to encourage the use of the outside aids; improve the rider’s control over their horse; and to introduce the concept of shallow loops and counter canter.

The poles at K and H encourage the rider to ride deep, correct corners as an added bonus.

To begin, ride in and out of the poles in walk and trot, so that if you’re on the right rein the first and third poles are to your right as you pass them and the second pole is on your left. Assess how easy it is for your horse, whether going left is as easy as going right. Do they maintain their rhythm or do they lose their balance and either rush or slow down? Ideally, the wiggle should be fluid and rhythmical, with no changes from left bend to right bend and vice versa. I also like to focus riders on their aids at this point; are they using their seat, are their aids as quiet as possible, are they turning their upper body in the direction of travel?

Once this is mastered, which shouldn’t take too long, the middle pole can be rolled towards X by a couple of feet. Riding in and out of these poles now requires a greater degree of balance and suppleness. Because I’m not present when my riders are using this exercise I’m trying to layer it so that they establish the basics and will develop the exercise progressively so reducing the chance of going wrong, reducing the risk of creating bad habits, and increasing their chances of success. And who doesn’t need an ego boost in these times?

I’m sure you can see how the shallow loop is developing now. This is the ideal time to tell the rider about shallow loops as they can now visualise it which will help their understanding. I would then continue riding the exercise whilst rolling the centre pole closer to X. Ideally, I’d want to finish the session riding an accurate shallow loop around the poles, and then recreating it along the opposite long side without the help of poles, but as soon as the horse is starting to find it difficult and is losing their balance past the middle pole, the exercise should plateau. It can be repeated until either the horse starts to tire or masters it. Next session he will be able to do the next level of difficulty but it’s important not to overface him.

This exercise should teach a rider a good eye and feel for riding correct shallow loops in walk and trot. The next step is canter!

Putting the poles back to their original position, I would introduce the concept of counter canter to make sure the rider knows what it is, how it benefits the horse, and how to ride it. For those of you feeling a bit puzzled as you read, counter canter is basically cantering on the wrong leg. Riding right canter but travelling left, for example.

In this exercise the line between the first and second poles is correct canter, and the line from the second to third pole is counter canter. Some horses will try and be clever and either do a flying change, change their lead in front, or just fall into trot. I don’t tend to ask my riders to make a big deal out of the counter canter, but to just ensure they are maintain position right if on the right canter lead as they return to the track. That is, weight into the inside seatbone, inside leg on the girth, outside leg behind, try to keep the horse looking slightly to the inside and just turn their head to look back at the track. This doesn’t guarantee that a horse won’t do a flying change, but it makes it very difficult for him to do so.

Again, riding this exercise from the very very shallow loop means a horse is less likely to change his leg, and also means he builds confidence and balance in his counter canter slowly. He is then more likely to give counter canter when the middle pole is rolled towards X.

I would then have the rider cantering the very very shallow loop, focusing on their position and ensuring the leg that is on the girth is pushing the horse back to the track rather than the outside rein. Invariably, they’re usually successful in maintaining the canter lead.

As in the trot, the exercise can be developed by rolling the middle pole steadily towards X until the horse is at the edge of his comfort zone. Again, the idea is not to push him until he wobbles and goes disunited or scrambles a flying change, it’s to increase his suppleness and improve his balance.

Once the shallow loop starts to get deeper the rider should start to feel an improvement in their horse’s canter; it should feel straighter, lighter on the forehand, more three beat and active.

From the shallow loops of counter canter changes of rein can be introduced and riding corners of the school in counter canter used to develop the movement.

I’ve found that using poles can really help a rider visualise and ride a movement accurately, which makes a schooling session safer and more progressive when I’m not present to supervise and explain. So far, I’ve seen good progress and had positive feedback from this pole layout and lesson plan. Hopefully it helps some of you during lockdown.

Befuddled

I started working with a young rider before lockdown who’d lost confidence in her intelligent Welsh Section A, who whilst isn’t naughty likes to be in charge.

My rider had lost her confidence cantering in the school, and when they start trotting her pony just goes into a quick trot, unnerving her rider.

I felt that my rider needed a change of scenery, to sit on a steady neddy, and finally to feel in control of her pony. So she had a couple of weeks hacking a lovely veteran mare, and then started hacking out her own pony again, before doing a little bit of trot work in their riding paddock, building her confidence in herself and trust in her pony.

The last time I saw them, I worked her on the lunge in the paddock, doing some transitions to help my little jockey feel in control. If she knows how to execute a good, balanced transition and can plan it then she will feel more confident in her own ability and so ride more positively. We even finished over trot poles, again planning where she wanted to trot and where she wanted to walk.

She’s started going into the school again, but still had a block about cantering. She was getting a good, steady trot on the left rein, but the right rein got faster and ended up in numerous circles with the pony getting unbalanced and breaking into a steady canter. From what I could see and understood from conversations with both rider and mother, it seemed to be that there was a power struggle. The pony wasn’t being nasty or dangerous, but just challenged her rider’s leadership by trotting quicker than she was comfortable with, and ignoring the aids.

We needed to confuse, bewilder, and muddle the pony so that she wanted her rider to take control. Mind over matter because there’s no way a little jockey can win a tug of war with a pony!

I explained to my little rider that she needed to have a plan when she started trotting, so that her pony didn’t know where she was going and couldn’t quicken her trot because there were multiple changes in direction. I gave her several exercises – serpentines with circles within the loops, my favourite demi volte bow tie, and a shallow loop with circles. My rider needed to practice these in walk so she was confident of her lines, and then as soon as she went into trot she needed to start riding one of the exercises. She needed to ride the exercise until she felt the rhythm was more consistent and that her pony was waiting for her directives. She could then work through each exercise separately before working them all together in a mish mash, with her pony listening and waiting for her aids.

It didn’t take long for her quick pony to pause and listen to her rider. Because my rider had a plan she felt more in control and confident, as well as the fact she had a plan so continued to ride positively and was less likely to freeze.

I also explained to my rider that she needed to be a step ahead of her pony. So when she went into trot, she needed to be ready to steady her pony, rather than wait for the trot to get fast and then try to rein it in. Preventing a situation rather than reacting to it. It’s a tricky concept for kids to learn, but it makes a huge difference to a pony as they can’t begin to get the upper hand.

Finally, I gave my rider one more exercise to stop her pony racing off into trot on the right rein. I told her to walk a ten metre circle and as she was approaching the fence to go into trot. The fence would back the pony off. She should trot to the next letter before riding to walk. Walk for a bit and then repeat. Short trots would build my riders self-belief and feeling of control, and would break the cycle of the pony whizzing off into turbo trot because a transition to walk was coming up shortly. As the pony started to expect the downward transition, her rider could trot for longer, maintaining the rhythm and tempo. So breaking the cycle.

By all accounts, the exercises were very helpful and they had a canter at the end of their session. The rider felt more in control because she had a plan to her trotting, and was subsequently more confident. This confidence fed down to the pony, who was also a but befuddled with all the changes of rein, and she accepted her rider’s leadership.

Of course, they’ll probably still have to have this discussion at the beginning of each ride to make sure the pony is put calmly back into her box, but I think in time she will more readily settle to her work, because that is the norm, and because her rider exudes confidence. But that’s ponies for you! You really have to get inside their brain and work out what makes them tick and then find a way of getting them on side and putting their wily brains to work!

Creating Positivity

I was looking back at my notes from the Pony Club Coaching Conference back in February and was reminded of the subject of creating positivity in lessons.

You create a positive atmosphere within the teaching environment from your body language, tone of voice, having a progressive lesson plan, and most importantly with the language you use.

The words and phrases you use when talking to a client is what builds a confident, strong mentality of self-belief, which leads to success. It also makes them resilient when things don’t go as planned, and give them a firmer mindset and set of beliefs.

So what words and phrases are more positive to use when teaching?

It’s not saying things like “don’t do this” or “that’s wrong”. It’s giving an instruction to alter something which will improve their performance by focusing on the good bits.

For example, let’s say that the left rein is too long with a flimsy contact. Don’t berate the fact that this is wrong as it creates a negative cycle of thoughts. Equally, the rider needs to know that the left rein needs to be improved so don’t ignore it altogether. Say things like, “you have a good right rein contact, but you tend to have a longer left rein…” And “before starting, check your left hand is as good as your right”. Or even, “shorten your left rein” as this is an action and results in a positive response from the rider. They shorten that rein without thinking about how bad it is. Yet if you were to ask them later which hand was their weaker one, they would subconsciously know.

Another situation would be if an exercise is ridden too fast, you would tell your rider that it was too fast – don’t beat around the bush – but before they try it again, you don’t send them off with the phrase “not as fast as last time”, because that plants a seed of negativity and prevents them from riding in a forwards manner, which could create other problems. Instead, phrases like “find a steadier tempo before you start”, or “this time I’d like you to give yourself as much time as you can” will send them off with a plan. Ride the exercise in a more steady fashion; they will still ride positively and actively, but they are focused more on their new, steadier tempo. And because they have a positive mental attitude, they are more likely to succeed.

You’re reminding your rider of their fault, but without detracting from their focus to an exercise.

I like to think that I used positive phrases to my teaching before the conference, but certainly since then I’ve been cross checking myself to make sure I spend as little time telling riders “don’t do this” as possible, and instead say “do that” to counteract their “this”.

Instead of saying “don’t let your lower leg swing backward as you trot”, saying “keep your feet going down to the floor as you trot” or “relax your knee and drop your heel to keep your lower leg still”. There’s a solution within my corrections. I know I’m not perfect, and I keep having to change my tact mid sentence, but I hope my clients are noticing and feeling that they come away from lessons with a can-do attitude, fully knowledgeable about how to improve their and their horse’s performance.

Have you ever noticed, and felt that a teacher (of whatever subject) had an overly negative effect on your confidence with just a few poorly chosen words? Or have you noticed a change in your approach to riding as a result of your support network using, well, supportive language?

Times A Changing

The last thirty six hours has thrown the British equine world into disarray. Covid-19 has been coming a while, infringing on all areas of our lives, but now we’ve moved into unchartered territory.

We’d discussed it at Pony Club and Riding Club – talking about reducing the risk of infection at events and providing hand washing facilities. But it was business as normal with just a couple of adjustments to our routines.

However, on Monday the PM released a statement bringing more stringent methods into daily life – minimising social contact, reducing unnecessary travel, self isolating. This was closely followed by statements from British Eventing and Pony Club stating that all competition and training has been suspended. On Tuesday, British Dressage, British Showjumping, and British Riding clubs followed suit.

It’s incredible to think that there will be no equine competitions for the majority of this year, and is very disappointing for those who rely on it professionally, and who plan their training with a particular competition goal in mind.

Disappointing as it is, at least we are still allowed to ride. Italy has banned riding and high risk sports to reduce the number of accidents needing treatment in their overstretched hospitals. Phoenix was going to have a go at her first novice test this weekend. No matter; we will keep up the training so that she will be working at elementary level by the summer, and I’m still able to take her out schooling to get some cross country practice in and keep up her jumping training. The important thing is to find some alternative goals and aims to keep us motivated and to keep spirits up.

I made the suggestion to my riding club committee, that we should run our spring dressage competitions online. It’s not the same as going out to a competition, but it’s better than nothing and I think there will be lots of interest. Of course clinics are also being cancelled, so I think we will have to put our heads together to come up with some challenges we can give to members to help everyone keep in touch and motivated. Perhaps get everyone to share a photo or talk about their riding that day. There’s no restrictions on hacking, so perhaps we should make a hacking challenge?

With the Pony Club, I already have some ideas for the kids. They’re going to have a lot of extra time on their hands, so it would be good to give them some ridden exercises – a bit like online lessons – or stable management quizzes to keep up their knowledge. I’m keen that those working towards an efficiency test don’t regress or lose motivation due to tests being delayed and training cancelled. But we’re going to let everyone acclimatise to this new, strange normal, and then get our thinking caps on.

I judge for Demi Dressage – an online dressage competition for under 16s – and I think that will become really popular in the coming months, as a way to focus children on developing their riding. Already I’ve seen more and more online competitions cropping up, including jumping competitions. They’ve been in the pipeline for a while I think, but this current climate has brought them to the fore.

Finding the fun that we can do safely, will help us survive the emotional challenges the coronavirus brings. We’re lucky that equestrianism is an outdoor activity as even if competition venues close, we still have our riding areas at home.

With everyone being encouraged to work from home, I was starting to dread enforced time with an energetic toddler in an enclosed space. But we’re lucky enough to have a garden at least, and I’ve drawn myself up a list of jobs to do. Regardless of any quarantining, we will be spending more time at home, so it’s an ideal time to do the jobs you never get around to doing. Maybe that room will get painted, and the garden will be perfectly manicured?! Or perhaps we’ll actually eat those emergency tins of soup at the back of the cupboard?

I was very relieved when the BHS released a statement saying that coaches should continue to work where possible. I only interact with fit and healthy people outdoors, not getting too close to them; and by following the suggested hygeine and social distancing guidelines, as well as both sides reacting to the first symptoms, the risk should be minimal.

I think it’s important to maintain as much of a normal life as possible for our own sanity, whilst being sensible and sensitive to the situation. Of course, my work may not be vital to the infrastructure of the country, but horses are many people’s saviours. Their down time in a busy world; the thing which turns their day from doom and gloom to sun and laughter. Their coping mechanism for the rest of their life. It’s easy to overlook the importance of a good riding session (or any exercise) to someone’s mental health.

Just like many hobbies; gym classes, book clubs, sports clubs, social clubs. Not only do the clients need these to balance out their lives, but those who run them need the financial reward in order to feed their families. So yes, let’s reduce close contact with others, but in a world where everything’s at a click of a button, let’s make sure we continue to stay in touch with ingenious ways. Summer is coming; move clubs outdoors if possible; use online videos, conference calls, and social media to keep this side of life going.

It’s the start of a new normal, which will take some adjusting to, but hopefully by everyone being sensible (you’ve bought all your toilet roll now, haven’t you?!) and by keeping an eye out for others (we don’t know many at risk people locally, but I’ve offered to organise online shopping for my Granny, and plan to send her bits and pieces in the post over the next few months as well as regular emails to stop her feeling so isolated), we will survive.