Teaching Trot Diagonals

This week I was given the challenge of teaching one of my young riders her trot diagonals. I laid the foundations in her last lesson, giving her some homework to practice before taking the plunge this week.

Before I teach a child their trot diagonals I like them to be able to maintain trot whilst rising. Some beginners do a double bounce when using their legs. They also need to be able to differentiate between sitting and rising, and for rising to be autonomous. Before even introducing the idea of diagonals I use a simple exercise to introduce the double sit to change diagonal. With my young rider trotting around in an up-down-up-down rhythm, I ask them to change the rhythm to up-down-down-up-down, which tests their balance and core strength as well. I also get them familiar with the sequence of legs in trot and feeling the movement of the legs.

This rider had been practising her double sits, but has fallen into the trap of sitting for three beats. I established that she could do it correctly when she applied herself, but I felt that she didn’t see the point in perfecting the exercise. Sitting for three was close enough, wasn’t it?

She needed to start to see the bigger picture. Why I was making her do a double sit. She is also mature for her age, and likes to have the explanation for everything, so I knew I’d have to discuss it in depth. But on the level of a six year old.

I began by checking she knew the sequence of the legs in trot, and then told her that on circles and corners of the arena the inside hind leg has to work hardest to keep the pony trotting. So to make her pony’s job easier we should stand up when that leg is moving forwards. I then checked she’d been listening earlier by asking which other leg is going forwards at the same time that the inside hind is (the outside fore, if anyone’s having a blonde moment).

My little rider correctly identified the front leg, so we then watched her pony’s shoulder moving. If she couldn’t see it I was going to put a strip of tape along the shoulder blade to emphasise the movement. But she could see the shoulders move in walk.

Next, we went up into trot and studied the shoulders moving in trot. I did say she might be able to feel the hind legs moving forwards, but the visual cue is easier for children to process and link steps together.

I asked my rider which front leg was moving forwards as she rose. And therefore which hind leg was. Then I asked if she was helping her pony, or making it harder for her. I find that linking a movement to a pony’s welfare encourages children to pay attention because they don’t want to hurt their pony so will be more likely to practice and perfect what we’re doing.

Once we’d established the shoulder that was going forwards when she rose, and if it was the right one or not, we talked about how to change the trot diagonal so that she was on the correct one. Of course, it was the double sit exercise we’d practiced last week!

Now she still does the odd triple sit, but there was more determination in my little rider to just sit for two beats and to change her diagonal. With practice, she’ll crack it, but now I know she will try harder at it.

We spent the rest of the lesson doing quick checks. For example, every time they changed the rein I asked what did she need to do – change her whip and sit for two! Then when they had a sneaky walk I asked her to check her diagonal. It’s important that a rider doesn’t get used to being told they’re on the incorrect diagonal, but rather by asking them if they are right or wrong as they will become more thoughtful and independent riders, as well as fully understanding the concept. Also, it’s important to choose the moment to correct trot diagonals. Don’t do it before canter, or on a tricky school movement. Wait until they can devote their full attention to the outside shoulder and double sitting.

This rider took to my explanation, and seemed to really understand it. I l her that her Mum will be able to tell if she’s right or wrong, so hopefully World War Three doesn’t break out when they’re practising! Some children need more explanation than others, but I think by breaking it down into small steps of verbal explanation, visual guides, and demonstrations, you can pinpoint when it starts to go over their head. Then you can change tact, or leave teaching diagonals until they have fully grasped the previous step.

Visual Learners

Teaching these days is all about providing information in a variety of forms. Years ago teachers would teach verbally, but nowadays they offer pictures and videos, physical activities and social activities to support their verbal lectures.

In an arena I predominantly use verbal explanations, but I also use videos and photos to feedback to clients, and have been known to get a nearby rider to demonstrate an exercise (especially rising canter). I will also walk any lines to help demonstrate an exercise. Sometimes physical feedback, such as adjusting a foot’s position in the stirrup, is as useful teaching tool.

I’ve been teaching a young boy, who has high functioning autism, and he’s really testing my imagination in terms of effectively getting my message across to him in a format he understands. I know not everyone likes to label children, but from a teaching perspective it’s very useful to know of any problems, if that’s the right term, so I can better understand their reactions or behaviour, and adjust my approach so that they get the best out of the lesson.

He’s very literal, so I have to be careful not to use figurative language. Today I said, “tell Tilly to go round the edge” as his pony started to cut the corner. So he said, “Tilly, go round the edge.” Of course I meant to tell the pony with his legs and hands, not to literally tell her! So I’m having to adapt my words and phrases so that there’s no room for misinterpretation.

I also have to explain exercises very explicitly so that he understands them. For example, I tell him at which letter we will go into trot, and then I have to list each letter he will ride past, and at which letter he needs to ride a downward transition. Otherwise he trots from the start letter across the school to the final letter!

To help me direct him, I use a variety of cones and poles. For example, he must ride past the yellow cone before he turns, or he should halt between the poles. These props are easy to adjust to make an exercise easier or harder, and seem to really help him focus on where he’s going. He also has immediate feedback as to whether he’s achieved the aim because he’s either the right side of the prop, or he’s not.

This is a useful approach for visual learners, so definitely one for me to bear in mind when teaching others. I have one client (who knows who she is) who always cuts the corner after poles, so when we progress to jumping she is going to have cones to go round so that I can break this bad habit!

With this young boy, I’ve also had to get creative to help improve his riding position. Sticking to visual cues, I put red electric tape onto his reins which he must hold in order to have the correct length of rein and to have the reins the same length. He tends to, like all beginners, to hold his hands close to his tummy. So I sprayed purple spray onto his pony’s withers to show him where his hands should be. Of course this works best on the greys and palominos.

When we’ve been practising jumping position, to improve his balance and lower leg stability, I’ve been putting a plait in his pony’s mane for him to hold so that he is moving his hands the correct distance up her neck.

He has some special gloves on order, which have an L and R on to help him learn his left and rights. I know many adults who would also like these gloves!

I’m sure as he progresses through his riding I will need to become even more imaginative – suggestions on postcards! I think I will mark a line along each shoulder in a different colour to help him learn his trot diagonals and to see the shoulder moving. It’s all about finding ways to help him understand different concepts which makes sense to him.

But I’m up for a challenge!

A Thelwell Moment

I had a Thelwell moment this week which made me feel all the emotions at once – horror as I could see it unfold in my mind’s eye and laughter as it was a comic moment.

My little rider was trotting along, having recently come off the lead rein, when her pony stopped and put his head down to scratch his nose.

Now this rider is only little, and not that experienced or strong in her position. We’ve been working on her keeping her heels lower than her toes in recent lessons.

Anyway, as her pony put his head down he pulled her forwards so that her shoulders were on his withers, her legs had swung back so her toes were pointing down.

Time seemed to freeze.

The pony continued to scratch his nose, oblivious.

His rider was hovering at that critical point. She could go either way at any moment.

I couldn’t run up to the pony as he’d shy away from me. I started edging closer, telling my rider to sit up, whilst hoping her pony would just lift his head and push her back upright into the saddle.

He didn’t. He didn’t do anything other than continue to scratch his nose in his own little world. But before I could reach them without making the situation worse, his rider slowly tipped further forward, until, to his great surprise, she somersaulted down her pony’s neck.

He jumped sideways in surprise, as she hit the floor. Unhurt, you’ll be pleased to know, but shocked. She got back on and continued the lesson happily, with the specific instructions that if he put his head down again she needed to push her heels down and slip her reins. We’re getting some balance reins for next week to try to stop this reoccurring as we build up her core strength.

I wish I’d had a camera as it was comical as she hovered at the point of no return.

Pony Club Camp

My blog has been a bit quiet this week as I’ve been at Pony Club camp; I’d forgotten how exhausting it is as I’ve spent every evening comatosed on the sofa, contemplating whether I need wine or chocolate. I then finished off the week thinking it was a great idea to surprise my friend by having her horse at her wedding reception. She loved it, but I needed that lie in!

Anyway, I thought you’d appreciate a run down of the highs and lows of camp. Just in case you’d forgotten how fun pony club is!

I actually had a lovely group of girls, aged between eight and ten, most of who I’d met in previous years, but had all grown and some had new ponies. Each ride is assigned a meeting point, underneath a tree; at which point the children learn who their instructor for the week is. I was secretly very chuffed when I was greeted with cheers and squeals of delight as the girls had been hoping to have me. Although there is then a lot of pressure to meet their expectations!

I started as I always do, by getting them to introduce themselves to each other, and myself. They always have first day nerves so I try to get them opening up by telling us their name, their pony’s name, one thing they enjoy about riding, and what area they want to improve on during camp. This helps me get to know them and also assess their confidence as well as getting any suspicions about the areas that they may need a bit more TLC in so I can tread carefully then.

At this camp there is a lot of walking; from the meeting place, to an arena at one end of a ginormous field, to the woods, to another field, so I find the most efficient and effective approach is to put the kids in an order. They have to stay in this order when we walk between sessions, and during each lesson. It helps me learn names, speeds up the process of getting started each lesson, and really helps settle the ponies as they learn which tail they are following and so it doesn’t become a race back to the pony lines. I quickly put them in order, with the reliable pony with the capable rider at the front, the next quickest ponies, then the one who had the tendency to kick at the back. The girls stayed in this order all week and I found that the fast pony (more about her later) who was on her first camp soon stopped racing past the others, and walked calmly third in line. Which helped relax her little jockey.

We do a tack and turnout inspection every day, and I have to say that they always look very smart! It’s so difficult to judge, but my winner at the end of the week went to the girl who had learnt to plait herself, and who managed to avoid getting grass stains on her light jodhpurs each day!

On Monday morning our first session was showjumping, so I used the warm up to assess them all. We ride on grass and the ponies can be a bit fresh on day one, so I try to get them all trotting in a ride (easier said than done!) to allow me to assess them, make some corrections, and take the edge off the ponies. I check their jumping position and steering. The first canter can be nerve-racking so I give explicit instructions of where to trot, where to canter, and where they must trot again. The aim is to check their control and that the ponies won’t bolt back to the ride.

My first pony was a lovely leg at each corner, predictable, kick along type who trotted and cantered at the correct points. I decided at this point that my aim for the week was to get this rider using her seat more and being less flappy.

The next pony was a bit quick in the canter; his rider has just moved up on to him and found him a bit strong, but I wanted to work on her sitting on her bum and carrying her hands so that the pony couldn’t put his head down and pull. She hadn’t done any cross country with him, so my aim for the week was to give her a good experience at new disciplines and give her the chance to go out her comfort zone should she want to, by offering two height options.

I had been warned that my third rider and pony were very fast. In the trot she’d struggled to maintain trot and had been breathing down the neck of the pony in front. I covered my face and peered through my fingers as they galloped around the arena. The pony does stop eventually, but I started to get my rider to think about steadying her pony before she set of as the pony responded well to the voice and rein, we just needed to curb the speed. For once, I wanted her to ride with the handbrake on. This partnership was again new, so it was about finding out about each other and working out how the manage the pony.

Behind this pair, I had another new partnership. This girl I taught last year and she lacks confidence. Unfortunately, her pony was quite excited on Monday and whilst he didn’t do anything wrong, his bouncy walk and quick trot unnerved her. I knew this was my most fragile partnership, so I decided to focus on getting my rider to sit up and “look at the top of the trees” and be prepared to hold her hand the first time they did any exercise, but hope that helps giving her the good experience she’d try slightly faster, or go for longer, or jump higher.

My next pony was a very sweet, willing type who was unfortunately overbitted. It was their first camp so her parents were being a bit cautious, but it did unfortunately mean that the pony started backing off jumps. He has a good little pop in him, but that often caused his rider to be left behind over fences, which when a strong bit was factored in meant the pony was pulled in the mouth. I soon changed him back to his snaffle and started to focus his rider on giving with her hands over fences.

Finally, I had a sweet mare at the back who did unfortunately kick. However, her rider was very switched on to this and she wore a red ribbon so this didn’t cause any problems throughout the week. They were an established partnership, and whilst not the most confident on the first day, I didn’t feel there would be a problem. I did notice that the rider pinned her hands down to the wither, and had very short reins, as if worried the pony would shoot off. Once I could see that they were settling, I started work on encouraging a longer length of rein and independent hand carriage, which actually made an instant difference to the pony’s stride length, which my rider felt.

During the week we did showjumping, handy pony, dressage, cross country, and mounted games. Here are a few highlights.

  • In our warm up for our second showjumping lesson, rider number two cantered to the rear of the ride, yet her pony had other ideas and put his head between his knees and bronced down the slope back to the others. How my rider stayed on, I have no idea! From then on I had my lead file stop halfway around any arena and wait for her friend so that the pony couldn’t get any ideas. This seemed to work well.
  • The pony who had been overbitted on day one still refused to jump when back in the snaffle, so on day two I got one of the junior helpers (16 year olds) to hop on. With the stirrups at their maximum and her knees still by her ears I had her trotting over some small showjumps with minimal contact to rebuild his confidence. I had to do this during our cross country session too, but it was really helpful for his rider to see him jumping and for him to then pop over jumps happily so she could concentrate on holding her neck strap.
  • During our flat session I had all six riders trotting in a ride, looking like they were enjoying themselves, looking like they were all in control. It all went wrong moments later when I mentioned the “c” word (canter!) but I will treasure the memory of those first few minutes.
  • On Monday we had glorious sunshine. On Tuesday we had stairrods coming at us sideways. We were all absolutely drenched. But my girls were still grinning at the end of the day, and they all worked really hard on our musical ride.
  • I decided to do a pop quiz for stable management, mixing the girls into two teams to help them bond. One team had a whistle to blow, the other a triangle to ding (don’t ask why there was a triangle at camp!). I was actually very impressed with their knowledge, but so deaf by the end of the hour!
  • One of the ponies decided to nap back to the others when they were practising their dressage tests. He just set his neck and turned round and returned to his friends, upsetting his rider in the process. Cue another junior helpers hopping on and reminding him that he had to leave his friends and only return when he was told to. This gave me a real predicament for their dressage competition. How could we stop him trotting back to his friends in the corner? In the end we sent the rest of the ride away so that they could watch in the distance but the ponies were out of sight. And then helpers and parents positioned themselves strategically around the arena to catch the pony if he decided that dressage wasn’t for him. However, my rider did me proud and determinedly kept that pony in trot and inside the white boards!
  • I did a polework session, hijacking the seniors’ jumping arena. That was a memorable lesson. In part the wobbles some had trotting over a line of poles. Partly the very fast pony doing two VERY FAST laps of the very large arena. Partly the seniors cheering my nervous rider on until she kicked into canter, and then her asking to canter again because she loved it so much! Partly the fast pony walking towards the line of poles, doing two strides of trot before the poles and then getting faster and faster over the trot poles to exit the poles in canter. Lastly, seeing them all pop over a little jump with a much more stable jumping position was very satisfying.
  • I warmed up my ride in an enclosed arena (that very fast pony still hasn’t slowed down!) before heading out into the woods for cross country on Thursday, taking lots of helpers to build a human wall to stop said fast pony. The girls all jumped in a controlled manner, jumping some little and not so little, logs and riding some tricky lines around the trees. When we got to the end of the woods I sidestepped the little dingy water feature as I didn’t fancy wading through the green slime. Instead, I asked them if they wanted to canter up the very steep hill. One poor helper ran up that steep hill with my nervous rider, before I sent the others up in twos and threes. They had to start in walk, trot on my cue then canter when I shouted. Unfortunately my second rider (remember the one who bucked?) turned a circle in walk and the very fast pony missed out the trot part. Which meant the second pony got his knickers in a twist and gave a couple of hops in the air before realising that the hill was very steep and settling into canter! This meant my rider didn’t enjoy it as much as she should’ve and refused to do it again. However, the next day my nervous rider cantered up that hill with the others, so it was a success!
  • We were scheduled to do mounted games after cross country, so I hoped the ponies would be tired and not lose their heads. However, after the second game in which one girl stood there crying and the very fast pony had cantered a couple of laps, I called it a day, even refusing to do a mounted games competition on the Friday.
  • Instead, I let the girls swap ponies, which they all loved. It was great seeing how they all rode different ponies, and what weaknesses or strengths were shown up on different ponies. And yes, I did find two other riders who would be happy on the very fast pony! I think this was the session that they learnt the most.
  • My proudest moment was during the showjumping competition on Friday when my nervous rider cantered over some jumps, didn’t let her pony nap, and enjoyed herself. Then my rider who had overbitted her pony rode a very sweet round, remembering to keep her hands forwards for longer over each fence and, I felt, finishing the week with better trust with her horse. One rider rode beautiful lines in a lovely rhythm … Then sailed past number six! My lead file managed to maintain a balanced canter throughout her round. Then the very fast pony walked in. I was just looping the string back up after letting out the previous rider when I heard “tell her to slow down!” I turned to see them galloping towards the first jump – the pony had gotten bored of walking! It was a very fast round, with a hair raising moment when they had to turn back on themselves but were going so fast they almost didn’t make it and narrowly missed jumping the wings. My heart was in my mouth!
  • Everyone’s favourite part of the week is undoubtedly the musical ride. My girls worked hard on our routine, we had some unrequited canter but given how they started the week, the independent and confident routine made up for it. They also dressed up as cats because our music was Mr Mistoffolees from the musical.

In all, camp had some nail-biting moments, and plenty when I had to think on my feet, but I think the girls finished the week more confident than they started, and all took something away from the week to practice at home. On my feedback sheets I gave all of them a piece of homework, which tied in with my focus of the week for each rider. They also had a party bag from me with lots of sweets, and an armful of rosettes for all the competitions. In return, I had a lovely thank you card, telling me how I was the best teacher ever (it’s official!), a voucher and some chocolate.

The week absolutely flew by, and was tiring, but great fun as always, and I’m already looking forwards to next year!

Pole Triangles

This is a pole layout I did a few weeks ago now with clients, which had numerous exercises within it to benefit a wide range of horses and riders. Lay out a triangle of poles, then place a pole four foot away from each pole. Then build another triangle with outer poles next to it, so that there are three trotting poles in the centre.

The first exercise I used with my riders was in their warm up, getting them to trot and canter between a pair of poles. This really helped identify any crookedness in the horse, and encouraged the riders to minimise their inside rein aids. Initially, I only had them riding through one pair of poles but towards the end of the warm up I got some riders to ride an arc through the two tramlines on one side of the formation, a bit like a shallow loop. This started to get the horses stepping under with the inside hind and using it correctly because they couldn’t drift through their outside shoulder due to the second pair of poles.

Just by using these poles in the warm up I found both horse and rider were more focused and their way of going improved by making them straighter.

The next exercise I utilised was getting my combinations to trot over the tramlines and then over the apex of the triangle. The tramlines were set as trot poles, and both horse and rider had to be accurate to the apex. I had my riders ride across the pole layout from various points, integrating the poles into their flatwork circles and shapes. This means the horses are less likely to anticipate the exercise and the rider can then take the benefit of the polework onto their flatwork and feel the improvement immediately.

If a horse persistently drifts one way or the other over the poles it tells you which hind leg is stronger, which leads me to developing some exercises to improve them. Likewise, it can help to identify any asymmetry in the rider’s seat or aids.

You can also ride from the apex to the trot poles, which is a harder accuracy question because the poles draw the horse away from the point, rather then funnelling them towards the apex.

With my more balanced horses and riders I rolled the tramlines out so they were nine foot apart, which meant they could canter over the poles and apexes.

To add a layer of difficulty to this route, some riders rode curves through the triangles, entering over the trot poles of one triangle, trotting the three trot poles in the centre before either trotting out over the apex, or left or right over another pair of poles.

The final route I had my riders take was along the length of the pole formation; trotting over an apex, over three trot poles and then over the other apex. This was a good test of their straightness, and by removing the middle pole of the trio it could be cantered.

Basically, have a play around with these pole triangles, taking as many different routes as you can, focusing on riding rhythmically, accurately, aiming to the centre of each pole, and straight. You should feel your horse’s cadence and balance improve as they start to lift their feet higher over the poles, lift through their abdominals, lighten the forehand, improve their proprioception and become more interested in their work.

Getting Ready For Camp

I’ve spent the last week prepping for Pony Club camp: organising childcare, informing all clients and making sure their next lesson is booked in (it’s the one time of the year that my diary is organised for a whole fortnight!), choosing my musical ride music, and planning my lessons. But I’ve also been helping some clients prepare for their own Pony Club camp.

A kid’s first camp can be a nerve wracking experience, so I use the few weeks leading up to camp to prepare them as much as possible so that they don’t feel out of their depth and can enjoy camp to the maximum.

Firstly, they will be riding in a group, which some children with their own ponies aren’t used to, so I work with my little riders to make sure they know to keep a ponies distance away from the one in front, and that they know the basic etiquette of riding in a group. Last year I had a lovely little rider who I suspected would be used as lead file, so I taught her about checking that she was going the correct speed for everyone to keep up, and how to adjust her pony’s trot to accommodate everyone else.

I try to make sure my riders understand instructions that an unfamiliar instructor may use, and are familiar with the letters of the school and changes of rein or school movements. This is particularly important for my riders who only have fields to ride in. I want my riders to understand the basic commands and movements so that they don’t panic about riding it in a different environment.

I then run through exercises which I think the instructors may use to assess the children and ponies, such as sitting trot, taking away their stirrups, replacing their feet in their stirrups. Again, so that first day nerves don’t kick in too much. We do canter work, trot poles, and some jumps. With a young rider this week I’ve had her jumping over a small double as previously she’s lacked confidence over fences. I’ve lead her over some slightly bigger jumps, and then had her jumping smaller cross poles and uprights on her own. I don’t want her to have grandiose ideas about her ability, but I want her to be able to demonstrate a good approach and balanced jump position and not feel overwhelmed by any jumping exercises at camp. The pre-camp lesson needs to be a confidence building session so that they arrive feeling confident about their riding and can them cope better with the qualms which come with riding in company and in a new environment.

I also check that their tack is Pony Club legal; safety stirrups, grass reins etc. And that tack is in good condition for camp. A lot of parents use camp as a good opportunity to replace worn tack, but you want to have a test run before camp to make sure it all fits correctly and you don’t need extra holes punched in stirrup leathers! Sometimes I suggest changes to tack which may help my rider in a different environment. For example, one girl I teach holds her reins at different lengths, so her left hand sits further back than her right. In a one-to-one lesson I can monitor and correct this habit, but for camp I suggested using tape to show her where to hold her reins so that it doesn’t get overlooked and develop into a real problem.

While some of my clients don’t carry whips because it’s just one more thing for their little hands to carry, I do sometimes introduce them to one ready for camp. I explain how to use it correctly, how to hold it and how to change it from hand to hand. This is because their pony may be less forwards in a different setting, or when they’re tired towards the end of camp, and I would rather my little riders were told how to carry a whip with consideration to their pony than just given one in a hurry at camp. Plus, one of the ponies I teach has a phobia of lunge whips so I don’t want the unknown instructor to feel that they need to chivvy or chase the pony along with one as that will shatter my rider’s confidence.

I also try to make sure my rider knows what is expected of them at camp in terms of behaviour, and how they should ask for help if they need it. Sometimes children can be very shy about asking for assistance. Then finally, I try to make sure my riders are confident around their ponies. They will all have help, but by the very nature of the camp environment they will have less support than at home with either their parents or me supervising. It’s only little things such as knowing their girth needs to be checked before they mount, knowing how to dismount whilst holding onto their reins, and to run up their stirrups. Having children who are able to do this makes an instructor’s life much easier whilst keeping them all a little safer.

Of course, camp is all about learning and I look forward to getting my kids back with new found confidence and competence, but I find that the right preparation really helps them get the most out of their camping experience.

Jumping Fillers

One of my clients has a lovely pony who has a great, scopey jump. At only 14hh he easily pops 105cm, and we’ve been doing a lot of work improving his bascule, confidence and building muscle. They’re ready to go out and have fun at competitions… except for his diva-esque reaction to fillers.

After seeing his overly dramatic reaction to a little filler one lesson I’ve made it my goal to get them jumping fillers confidently.

The next lesson I got out a couple of props and laid out a combination in the school. I left the poles on the floor, and asked my rider to contemplate how she rode fillers. Was it different to how she approached plain jumps?

The answer was yes, she knew her pony would refuse and throw his toys out the pram so rode defensively and nervously. This means we have a vicious cycle: the pony lacks confidence with the fillers, his rider rides defensively but doesn’t fill the pony with confidence, so he stops, and then she expects him to stop next time.

We need to stop thinking of fillers as special, or different, and learn to ride them in exactly the same way as we ride plain fences. Which is easier said than done when you know there’s a high chance of your horse refusing them. I know, because Matt was exactly the same. He’d jump beautifully until there was a filler, and then I couldn’t get him less than ten foot to the fence.

I had this enlightening lesson on him at college, and realised that my approach was half the problem. So I repeated this lesson with my client and pony.

Throughout their warm up I had them trot and canter over the poles, with the fillers at either wing. I moved them progressively closer as both pony and rider started to ignore the fillers and relax so that they was just enough room for the pony to pass between.

Then I built the jumps up slowly, one by one, only changing one thing at a time, and focusing my rider on her riding positively and calmly to each fence as if the fillers weren’t there.

Soon they were jumping the fences confidently and in a flowing way, with no backing off or chipping in on take off. And they didn’t falter when I rearranged my props to make the jumps seem different.

The next few lessons I plan on getting different fillers out and building them up to jumping the fillers quicker and quicker until my rider doesn’t tense up with the thought of fillers, and the pony is more confident, and unfazed by their presence. Then we’ll have a trip to a schooling venue to practice jumping new fillers away from home and then they’re ready for competition.

A Hacking Incident

I was hacking this week when we had a little accident which I thought was worth sharing in case anyone has a similar incident so that you know how to respond.

The two of us were hacking along a byway track, which is used regularly by cars and horses, when suddenly my friend’s pony staggered and started hopping along. The little mare tried to put her left fore to the floor, but couldn’t weightbear. As soon as she’d stopped trying to walk (I’d already stopped) my friend jumped off.

I could see her trembling with what I could only assume was pain. I genuinely thought she’d broken her leg or popped a tendon. My friend cradled the left fore and looked at the foot.

She told me there was a stick caught, so I hopped off too and had a look. It wasn’t a stick, it was a large nail. Embedded in the poor mare’s frog.

We decided to try and remove the nail as we needed to get her home, which was only five minutes away, and being a smooth nail we were likely to remove the whole thing.

I held the horses while my friend wiggled the nail out. Thankfully her pony knew we were helping and stood like an angel. The nail had blood on, and had penetrated the frog by about half a centimetre. You can see the darkened area at the tip of the nail on the photo below, which is dried blood.

Immediately the pony seemed more comfortable and was sound so we started walking home and discussed treating the wound.

As it was a puncture wound we want to keep it as clean as possible and avoid any infection, which can be very tricky to treat so I suggested flushing out the wound, applying some form of antiseptic – iodine spray for example – and dry poulticing the foot to keep it clean. We talked about turn out versus box rest and decided that whilst it was warm and dry it was much of a muchness as to which was more beneficial. Given that the mare doesn’t like staying in my friend preferred the idea of turning her out in a poultice.

Given that the foreign object was an old nail, I checked that the pony’s vaccinations were up to date, and I did suggest it would be worth ringing the vet for advice and to see what they recommend with regard to tetanus boosters. I know that with serious injuries they often give a booster as part of the course.

When we got back to the yard there was a farrier there, so my friend took her pony over for him to have a look at. After all, the foot is their area of expertise!

The farrier said that she was lucky; the nail had gone in at an angle so whilst it was still a puncture wound it hadn’t gone up into the foot. The lack of blood was a good thing as only the frog was damaged. And the nail had pierced the frog closer to the toe than the heel, which is preferable.

I think we had a lucky escape in that the mare is fully up to date with vaccinations, and with the location of the injury so hopefully after a few days rest and keeping the wound clean she’ll be back to her normal bouncy self!

I did send a few messages to local yards to warn them to be vigilant along that track in case there was more debris on the track to cause another injury as it had the potential to be so much worse.

The Making of a Child’s Pony

I’ve got an interesting project at the moment, helping a lady back her miniature Shetland. I’ve had quite a lot of experience with young horses and ponies, but to be honest, they’ve all been of a size that a teenager or adult can ride. Preparing a small pony for a ridden career is a whole new thing.

Firstly, safety is paramount. Ponies need to be adaptable and accepting of their riders making noise, flapping, and bouncing around. Particularly the smaller ones as they are more likely to have the younger children who can be more erratic in behaviour and less aware of the consequences of their behaviour or a pony’s natural instincts. With this in mind, this poor Shetland pony has been subjected to flapping bags, loud noises, gymkhana equipment and anything you can think of that might spook a horse. We want him to be as bombproof and confident as he can be, before hem meets children.

The pony has done lots of long reining and lunging to get him used to the tack and voice aids, as well as being led in hand, around the arena and along the lane. It’s important that he has good manners when being led and lunged, as he will be predominantly ridden by beginners so needs to be used to working on the lead rein.

We made a dummy rider, dressed in bright clothes, and attached it to the saddle and led the pony round so he got used to having this “thing” on his back, just on the peripheral of his vision. After a few goes with that, weight was introduced in the form of a bag of feed. As he took all of this in his stride, we then needed to source a jockey.

The rider I was looking for needed to be small and light enough for a miniature Shetland, yet old enough to be competent and confident off the lead rein, take instructions, and be calm and relaxed whilst on board. Oh, and to take things in their stride, such as the pony quickening when he doesn’t understand, or not obeying the aids immediately as he learns the ropes.

Amazingly, I found said child. She belonged to a friend of mine, and both were happy to give it a go. So we planned a bootcamp for the Shetland to get him started.

On day one, he was long reined and then lunged quickly to ensure he wasn’t feeling fresh, and then we started leaning over him. I took the time to explain to his rider exactly how and why we were doing each step, and what I wanted her to do. Backing a horse is a good learning curve for a child, but many won’t have seen the process before so they need clear explanations.

Firstly, I got her to lean over the little pony so he felt her weight and saw her jumping up and down next to him. Apart from taking a step to balance, he stood stationary, so after a couple of lean overs, we walked him a few steps with her leaning over. Again, totally unfazed, so we repeated once more before mounting her.

I decided against stirrups as they’d have been level with his knees and I felt it would be easier to drag his rider off if she didn’t have stirrups. After explaining how I wanted her to lean over and then swing her right leg over his back whilst keeping her upper body close to his neck until she was sat in the saddle and could slowly sit up, she got on.

We spent the rest of the session walking the Shetland round, with his rider just sitting and holding the grab strap, legs long, nice and relaxed, as he found his balance with a rider. The leader controlled him as he was used to those aids; just starting and stopping him, whilst one of us walked on each side of him, just in case we needed to grab our little rider.

The next day, we repeated the procedure except that we only leant over once before mounting, as he accepted it all happily. After a walk, I unknotted the reins and explained to his rider how she should hold a light rein contact so that he could get used to the feeling in his mouth, and then we began to add in the aids. He already responds to the voice, so we used these to help him understand the introduction of the leg and hand with some turns across the arena. I had his rider apply a light aid, and then if he didn’t react, apply it slightly more strongly, so that we didn’t scare him, but her aids were effective. It took a few tries for her to build the confidence to give a firm squeeze of her leg to get him responding to her, but I’d much rather start with less and build it up than her give a classic pony club kick and the Shetland leap forwards.

At the end of this session we did the shortest of trots, for both horse and rider to take away and reflect on. The pony was very willing, but wobbled in the way that all babies do.

The Shetland had the following day off, as we don’t want him to get used to being worked daily, or for him to get stale and tired. The fourth day of bootcamp, we mounted with just one lean over, but I don’t think this step is necessary from now on as he seems very quiet. And we had stirrups! After walking round, doing some stopping and starting, and turns around poles and changes of rein, we had a bash at the trot. We started with only a few steps, but built it up as the pony began to feel more confident with his balance. I’m conscious that the Shetland isn’t particularly strong in his back, so three trots was sufficient for them both. We finished the session by walking along the lane.

Bootcamp over, I was really pleased with how adaptable the pony was as he took everything in his stride. His rider did a fab job of doing nothing initially, and then slowly introducing each step. The plan for the next few weeks is for him to be ridden twice a week, and lunged or long reined between, building the riding up so that he feels stronger, straighter, and more balanced in trot, and his rider is controlling him rather than the leader. We’ll take them off the lead when they’re ready, even if it’s just a o get the pony used to walking without an adult by his head. Bearing in mind that he will be a children’s pony, we won’t be focusing on speed or the finer arts of riding, but continue to get him bombproof by his rider shifting her weight, leaning forwards, backwards, sidewards, and doing games such as bending, dropping beanbags; whatever silly things they can think of to do. Getting him used to Pony Club-esque activities will give him a good grounding in preparation for younger, more inexperienced riders. The trot and circles will come in time, as will riding him off the lead, but at the moment it needs to be fun for everyone.