I’ve been working on upping the canter work with Phoenix; increasing my standards, pushing her boundaries, improving her balance and strength. Last night I had a play with one of the canter sequences from an elementary test, and whilst it’s definitely work in progress, it was good to feel how hard Phoenix had to work to keep her balance. I want to start using bits of this in trot and canter for some of my clients – so watch out!
The sequence is nicknamed the PIG from elementary 59 as those are the letters you ride to, but as I was in a short arena I adapted the exercise slightly to suit her current level of training.
In canter on the left rein, ride from M to X to D, then cantered a left ten metre circle. At D, ride a simple change before a right ten metre circle in canter. Finish the sequence by riding from D to A and then turn right to change the rein.
The line MXD requires balance because the horse has to change their propulsion leg, akin to counter canter. I found that it helped lighten Phoenix’s forehand and collect her canter slightly.
In elementary 59 you continue along the centre line to A, but it is easier to ride a ten metre circle at D, or just before, at Phoenix’s current level of training. As she finds the MXD line easier, I will extend the centre line and ride a left turn at A. The canter becomes more collected and elevated after X, which actually really helps prepare her so that she stays balanced on the circles.
At the end of the left ten metre circle, ride a simple change before a right ten metre circle. This is particularly useful for Phoenix as in the downward transition she often swings her hindquarters to the right, so the quick change of bend and strike off into right canter helps resolve this. Simple changes also come into elementary level so it’s a good opportunity to practice these. After the right circle, I rode a straight line to A then turned right.
The exercise can be repeated off the right rein using the HXD line, with the right canter circle first. It can also be ridden from the A end of the school – using the KXG and FXG lines.
At elementary level, movements come up quickly in tests, so whilst Phoenix may be perfecting the individual movements, with plenty of preparation time, and in ideal locations around the arena, it is the art of putting different movements together in rapid succession which will really cement her at this level.
I really like how this sequence flowed, so may well incorporate it into more of my teaching and schooling of horses as the changes of bend improve a horse’s balance immensely.
August started off with an absolutely crazy week recovering from Pony Club camp week and judging Demi Dressage tests. Which means my blog has been neglected. But let’s start afresh with one of my latest challenges.
One of my clients has a lovely pony who is perfectly capable jumping at home, but gets a cricket score whenever they go out jumping. Since lockdown they’ve been focusing on arena hire, getting him out and about. But they’ve found themselves stuck in the cycle of one refusal, then he jumps the jump fine. By the end of the session he’s jumping beautifully, but of course that’s not the way a showjumping competition works!
This week I went along with them to see if we can break the cycle.
I had my rider warm up quickly, purposefully keeping away from the fillers and jumps. Meanwhile, I put all the jumps at about 50-60cm, with a central gap between the fillers.
We used the first, plain jump as a warm up fence and made a plan. My rider expects her pony to refuse so rides expecting a stop. The pony stops and once he’s stopped he uses it as an excuse to stop at the next jump. A self fulfilling prophecy. With the jumps as low as they were, he could jump them from a standstill. Therefore the pony learnt that he only had one option – forwards – and that going left, right or backwards wasn’t an option. My rider had to set him up in a straight line, use her seat to send him forwards and channel him straight with the leg and hand. She needed to ride slightly defensively yet positively so that she wasn’t giving him any vibes to have second thoughts. If he stopped, he had to walk over the jump between the fillers. So there was no turning away.
My rider jumped the first, plain fence to set them both up into a positive, rhythmical canter. They came around the corner and he screeched to a halt at the fillers on the first part of the double. She sat back, used her legs and he jerked over the fence unelegantly before trotting over the second element. They picked up canter and approached number three on a long dog leg, with bright, white fillers. He backed off, thought about stopping, but my rider rode so determinedly that he cat leapt over it from a slow trot.
But then the penny dropped. And for the rest of the round, the pony started taking his rider into the fences, fillers and all, without hesitation. Of course, his rider still had to be on the ball and not become complacent, but they seemed to be reading from the same page.
I adjusted the jumps for their second round, bringing the fillers closer and the jumps higher. Again, this went smoothly. Number two caused a problem again, but it was because their approach wasn’t straight rather than anything else. The rest of the course was confident and flowed very nicely.
The third round was up at 70-80cm, with all the fillers underneath the jumps, so much more like a showjumping competition. They flew this time, with my rider not looking twice at the fences.
Finally, I put some oxers in and turned two fillers around so it was a different image at the front. I didn’t want to have them repeating the jumps too many times as they had nothing to prove with the height, but I wanted to keep putting in new questions now that we’d changed both mindsets and broken the cycle.
The ninth jump didn’t cause an issue at all with the change of filler and addition of a back rail, but number two did. When he stopped, I moved the fillers slightly and put the pole down so he could still walk forwards over the jump. Turning around wasn’t an option. As the rest of the course flowed so nicely, with no hesitation, I turned our attention to jump two before we finished.
As the pony was getting tired, I lowered the first jump to a cross as it’s purpose was to set up the canter and start the jumping course. We focused on having counter flexion on the turn to stop him falling through his outside shoulder, and then channelled him positively. He stopped again, but it looked to be more of a test of rider than anything else. I moved the fence again so he wasn’t turned in a circle, and jumped it. We repeated the exercise and then he jumped boldly over, although my rider couldn’t let her guard down! After the double she jumped the third jump, so that they were finishing on a fence where he wasn’t backing off at all.
Next time, I want to start in a similar fashion, with only one warm up fence, and the fillers will start at the side, but closer together and the fences slightly bigger. But still small enough that they can be jumped from a sticky trot. Then hopefully we will progress to jumping with the fillers underneath the jumps quicker. My aim is to give the pony a positive, confidence building experience whilst ensuring that he learns that forwards is the only way to go when cantering towards a jump. In the meantime I want my rider to continue riding so positively, be more aware of how she is setting him up in terms of straightness and the use of her aids, yet starting to change her mindset from “he’s going to stop” to “he will jump it”. Once they can get to a training venue and jump a clear round straight away they can progress to clear rounds and competitions.
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.
With the majority of us not jumping at the moment and needing ideas to entertain us and our four legged friends more of us are looking at polework exercises.
Polework exercises that are being shared on social media are becoming increasingly complex and imaginative. I’m not against them in any way, but I think it’s important that riders don’t blindly copy the layouts, and take the time to plan, prepare and focus on your aims so that they don’t run into problems.
With any pole work layouts there are one or more themes:
Engagement of topline muscles
Before deciding on the pole layout you want to use, have a think about why you’re wanting to use the poles. What part of your horse’s way of going are you looking to develop?
It might be that a simpler pole layout is just as effective as a complex one.
If you are focusing on your horse’s weakest area, or your horse is weak or green, it might be better to only focus on one theme and keep the layout simple. Once they’re stronger, more established and confident you can start to use multiple themes in your pole layouts.
It’s also important to know the correct striding for your horse for trot and canter poles, and how to assess if the distance is too long or too short. The distance between trot poles is 4’6″ for the average horse, and if it is the correct distance for your horse their feet will hit the floor in the middle of the gap between the poles. If the distance is too close, then your horse will place their foot down closer to the upcoming pole. If the distance is too long, they will place their foot down closer to the pole they’ve just stepped over. The distance between canter poles is on average 9′, but it’s important to measure and calculate the distances like you would for trot when setting up the pole layouts.
Once you know your horse’s striding and can lay out straightforward trot and canter poles correctly for your horse you will get the most out of the any pole layout; reducing the risk of them injuring themselves or tripping over, and increasing the benefits of the polework to the horse’s way of going. Then you’re more likely to reproduce layouts you’ve seen online correctly.
I think there’s a real risk of people copying pole layouts they’ve seen in videos online without the correct knowledge to build it suitable for their horse and pony. Furthermore, without a thorough explanation of the aims of the polework layout or how to develop the exercises progressively; unknowledgeable riders may come a cropper by outfacing and confusing the horse, doing it too fast or in an unbalanced way, with the horse using his body incorrectly, and thus the polework is of no benefit at all.
I think it’s great that everyone is focusing on improving their horse’s way of going and utilising polework, but equally I think it’s important to share the “inside information” of distances, routes through the poles and the reasons, as well as riders themselves asking for advice from their coach or the author of the polework layout so that they are fully informed to the purpose of the polework and how to know if it is benefitting or not benefitting their horse and needs adapting during the session. And then of course the polework is safer for everyone.
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.
Since lockdown began and normal life ceased, I’ve been plagued by all sorts of emotions regarding riding in “these unprecedented times”.
Many people I know have decided not to ride, many have decided to continue, and many have had the decision made for them by livery rules. The pressure not to ride comes from the British Equestrian bodies which are strongly advising horse owners not to ride so as to not add to the burden on the already overstretched emergency services. Fair enough, and the pressure will have been removed immensely by the cessation of organised equestrian competition. Paramedics and ambulances are usually present at events, so by cancelling our spring programmes we are freeing up personnel and vehicles without any accidents even happening. Let alone the beds we’re not occupying with injured riders.
But should we be stopping riding altogether? In Spain and Italy the government have banned it. So we are lucky. At the moment!
The biggest question I’ve been pondering these last weeks is the psychological effect being told not to ride because of unnecessarily pressuring the emergency services will have on riders. I mean, do you get on your horse to go to the school for a flatwork session and think “I might fall off today and need an ambulance.”
I hope you don’t, and if you do I question whether you should be riding at all. But now, everyone is ultra aware that there is a risk to horse riding and it could happen to them. Of course, you do get those freak accidents which happen in the arena during flatwork, but they are exactly that – freak. You could have a freak accident getting out of your car, or carrying something upstairs, or doing the gardening.
I wonder how riders, particularly the less confident and more insecure riders, will be after this is over. Will they ever get rid of that niggling thought? Will there be a sudden decrease in leisure riders jumping and competing? Although this wouldn’t necessarily be a bad thing in that I often see riders competing at the top edge of their ability, which is more risky. But I think it will be a bad thing for the less confident ones. Will some people give it all up as a result of the Covid pandemic?
Of course I’m not advocating that life continues as normal, I just wonder what the net result of this new line of thought is.
I think everyone has to balance out their needs, their horse’s needs, and being sensibly safe, when they come to their own decision.
One big factor, which my GP friend said to me about the emergency services issue, is that if you continue to ride, or do whatever sport or DIY you want to, and take risks then you have to accept that the level of care you will receive will be below the usual standard. It might be that you have to wait longer for an ambulance. After all, they need thorough disinfecting after transporting a potential Covid case, which takes time. Or your injury or treatment might be managed at home, when in an ideal world you should be in hospital. So you have to accept a drop in the level of care you will receive. However, you could have just as serious an accident climbing up 25′ ladders to clean the guttering which you are doing instead of riding your horse.
Start by evaluating your horse’s needs. If they are fit and ready for the competition season you can’t just turn them away. They might do themselves an injury in the field burning off excess energy, or injure their handler because of said excess energy. If they are a horse currently in rehab then is it detrimental to stop halfway? If they suffer with weight issues coming out of the winter are you risking obesity and laminitis by stopping riding them? Do they have a previous injury which actually benefits from steady exercise to maintain muscle tone and strength? If the answer to any of those is “yes” then exercise needs to continue in some form or another. Additionally, take into account your horse’s nature. Are they a mature, sensible horse used to being ridden, used to their environment, or are they flighty, spooky, unpredictable? If they’re the latter then there is obviously more risk involved in each ride. But that goes for your ride in February as well as April!
Now let’s look at you. Do you have a lot of exterior stress in your life and need to unwind by riding your horse? Do you struggle with your fitness which would benefit from continuing to ride? Do you suffer from depression, and without riding need to resort to increased medication? If the answer is “yes”, then you need to try to do some form of riding for your personal well-being. I would add here, that if you regularly fall off then you want to assess the reason (if you tend to fall off jumping then remove jumping from the equation) and try to avoid it.
Once you’ve assessed yours and your horse’s needs, you should be able to come to a mutually beneficial arrangement which keeps you both happy and healthy. My decision, and how I have come to it is as follows: Phoenix is better in consistent work, so continuing to work her is beneficial. It’s spring time, and she would get too fat if turned away. I don’t think she’d become rude and bargy if not in work, but with a toddler around I don’t really want to try it out. I am now looking after a toddler 24/7 and for my sanity I need some time in the saddle. I also want to keep a reasonable level of riding fitness ready for returning to work, so need to consider this. Phoenix is now working in the school under saddle three or four times a week. She is lunged once or twice, either in the school or the field. I’m not jumping her under saddle because it’s unnecessary at the moment, but I am lunging her over poles and little grids to provide variety to her work. Phoenix will hack alone, but until they’re turned out 24/7 and the north wind disappears, I don’t think it’s sensible to hack her because she is not as relaxed and the risk of finding gremlins in the hedge is higher. But I usually finalise my solo hacking decision when I’ve checked the actual weather and felt how coiled a spring she is, so in reality this hasn’t changed much from normal. I don’t think we should hack in company unless we’re from the same household because there’s no way we can stay two metres apart. Having said that, last weekend I was desperate for a hack, so went out with a lady who I see from a distance at the yard each morning. And kept our distance. So reducing the risks of Covid whilst giving myself a much needed time out. But I can’t see that happening again in the near future.
This arrangement and routine seems to be working well, and Phoenix is definitely benefitting from the increased routine and consistency. Plus my morning pony time sets me up for all the thrills and spills a toddler in potty training throws at you!
I think it’s important to know your horse, and what will keep them sensible. Some horses need a canter in the school to warm them up, particularly veterans, and others need a steady canter to get their brain engaged and eliminate any tension. So you need to work out what level of work your horse needs to keep their bodies and minds healthy. I’ve heard of some yards banning cantering at all, which is all very well but I’d be concerned that the horses would maintain a relatively good level of fitness, but not be able to release their tension and energy through canter so could become explosive when cantering is permitted or when the bottle of pop is shaken and the lid opened…
The way I see it, for myself, and for any clients who I’ve discussed exercise programs with, is that you have to think of your riding education like a growing tree. Usually, we are focused on growing upwards, with a few willowy branches going out to the side. Now, we are going to focus on increasing those branches. Growing more of them, and strengthening them. Our tree will become denser and stronger as our skills develop, knowledge increases, and foundations for later work is built.
Let’s say that you are currently working towards Novice level dressage. You can continue to develop the movements you have already introduced, but it wouldn’t be wise to introduce a new movement or concept. Instead, look back at your last prelim tests – was you free walk as good as it could be? Could you improve your centre lines? The answer is most likely “yes”, and if not I’m sure you can find a couple of movements which only received a 6 instead of a 7. Spend a week focusing on those movements to make those branches more robust. Then when you’re allowed, they will grow upwards more easily. For example, giving and retaking the reins is a weak spot of Phoenix’s, so I have been working on her maintaing her trot rhythm and balance whilst I give either the inside rein or both reins, and extending the amount of time I am giving the reins. Another area to improve could be your sitting trot, or your transitions. Think of developing and improving your current level of work rather than stepping up a level.
You can also use this time to practice a new skill, such as long reining, or to spend the time improving your lunging technique, which will help keep both you and your horse fit, provide variety to the workload, and improve your knowledge and understanding.
So whilst I’m very much leaning towards continuing to ride in a sensible and safe way; developing current knowledge and ability rather then stepping up, I think it’s important to consider how your actions are viewed by external people. That doesn’t mean the keyboard warriors who aren’t riding, either because their yard has stopped them, or through their own decision (they can get off their high horses and support those who can ride because yards are permitting it or their horses are sensible instead of going green with envy). I mean the non horsey passers by. And let’s face it, there is increased pedestrian traffic at the moment. Does it really look good if there’s three or four of you hacking out together? Does it look good that walkers see you jumping? Not really, in either case. I think if we want to continue to have the ability to ride we need to be seen to be obeying social distancing guidelines and to being precautionary in our activities.
Did you even know it was possible to know without looking down at your horse’s shoulder?
This last couple of weeks I’ve been focusing on feeling the trot diagonals with several clients. What are the benefits? Well, firstly, you don’t waste time and accuracy in your changes of rein looking down; secondly, it improves your feel and awareness of your horse’s strides, keeping your head up doesn’t unbalance your horse, and finally, it becomes autonomic. You check your diagonal as you go into trot without thinking, so leaving more brain space to prepare and ride your next movement, or to correct your horse’s way of going.
When I ask riders if they can feel their trot diagonal I often get a surprised and confused look. Almost as if I’d asked them if they could hear the smell of bacon. But when we get down to it, it doesn’t take them long to pick it up.
When I learnt to ride, in our group lessons on the lead rein, we had to go into trot, counting “one elephant, two elephant, three elephant, rise”. We had to do sitting trot until the word “rise”, when we commenced rising trot. No one ever explained the reasons behind this, so as a shy child I hated having to shout about elephants. But the reason behind it is that nine times out of ten, you end up on the correct diagonal. Don’t ask me how!
It also taught us our sitting trot early in our ridden education, and by remaining sitting for a few strides after the transition you can adjust and establish the trot. How often does a horse become unbalanced by their rider standing up on the first trot stride?
Anyway, this is an aside and certainly something I try to teach beginner riders to do. And when I’m nit-picking more established rider’s transitions it invariably comes up.
To teach a rider to feel their trot diagonal I get them to stay on a 20m circle. They go sitting and I ask them to think about how it feels, and see if they can identify different legs moving forwards. Then I get them to go into rising trot, and without looking, tell me if they are on the correct (this is where left and right, and right or wrong get confusing) diagonal or not. A circle or turn is easier to feel the diagonal on because the outside limbs move further forward so there is a difference between sides. sometimes they get it, sometimes they don’t. But it is a 50:50 question, so we repeat it a few times so that I know it’s not a fluke and they start to feel more confident in what they’re feeling.
I find that different riders find it easier to feel different limbs, and different horses make it easier or harder to feel a hindlimb stepping under. Instead of telling them which limb they should be feeling for, I ask if they can feel the outside shoulder moving forwards, or the inside hind coming under, giving the options to focus on. I used to feel my diagonal from the outside shoulder, but then that was on high stepping Welsh ponies! Nowadays I feel the diagonal pair working together, but my awareness and feel for the hindquarters has grown exponentially since I was eleven. I don’t really mind how my rider’s identify their trot diagonal, as long as they can tell me what they’re feeling and how that tells them which diagonal they are on.
If a rider cannot identify their trot diagonal on a circle I often ask them to change their diagonal and compare the two. Riding a turn on the wrong diagonal feels, well, wrong! Usually this helps them identify the correct diagonal, and is a useful step to take so that they don’t resort to looking down and checking immediately.
Often I find that just by identifying the fact that it is possible to feel trot diagonals, a rider becomes more aware of their subconscious feel for the trot. Once they can identify the correct diagonal the majority of the time on the circle, we try it on straight lines. Sitting trot for a minute or two and then rising and checking their diagonal by feel in straight lines.
Finally, I move on to transitions, asking my riders to ride up into trot from walk, sit for a few strides and start rising on the correct diagonal. This is more efficient than blindly going rising, checking and changing, and causes less unbalance to the horse. All that’s left then is for them to practice and for me to do spot checks to reinforce the lesson.
Closely linked to this subject, is feeling the canter leads. I think most people find it easier to feel than trot diagonals, but it’s easy to fall into the trap of the instructor informing the rider of a wrong lead before they’ve had a chance to figure it out for themselves. I know this because I see the incorrect strike off before the first canter stride is done and am always biting my tongue to give my riders chance to work it out.
I start by establishing what my riders know already of the canter gait; sequence of footfalls and if they are aware of the inside shoulder seemingly moving further forwards. That was where we were always taught to look as kids. I send them off into canter on a circle, getting them to feel and think about their horse underneath them. Then we work large, picking up the canter in the corner before the long side, and identifying as quickly as possible if they’re on the correct lead. Most of the time they will be, so I move the transition to E or B. The rider still has their influence of asking for the correct lead in the transition, but the horse is more likely to throw in an incorrect canter lead. We ride these exercises on both reins, so that my rider starts to build up an understanding for their horse’s preferential leading leg, and any asymmetries to the two canter leads.
I like to get my riders thinking more about the hindquarters in the canter as eventually I’d like them to feel the outside hindleg propelling the horse into the first canter stride and so correct their horse during a transition, which helps a horse keep their balance and means you can prevent a wrong leg catastrophe in a dressage test!
Improving a rider’s awareness during and immediately after a canter transition means that they can correct the lead nice and early – think about the benefit of correcting a canter lead before a turn on a showjumping round rather than losing balance round the turn, scrabbling back into canter and a couple of strides later jumping a fence. Eventually, they’ll correct a canter lead before the transition is finished.
The big test now for my riders, is to ride the centre line, asking for alternate canter leads and identifying which lead they are on. Putting in multiple transitions within a fixed distance encourages the rider to think and assess their canter leads quicker, and react faster to correct themselves.
It’s a useful tool to have; to automatically and subconsciously feel for your trot diagonal or canter lead; you can get away with visual checking at the lower levels, but it makes it much easier to ride a higher level dressage test or unrelenting jumping course successfully.
I’m working with a client who’s teaching a green horse to jump. The mare is quite happy over simple crosses and uprights, so we’re at the stage that she needs to learn to read the question with simple exercises and start knowing where she’s putting her feet before we progress to more complicated shaped jumps or grids or distances. I want her to be cleverer about getting to the jump, going over, and getting away from the jump so that we create an intelligent jumper, rather one that is over reliant on her rider or one who wings it each time.
Last lesson I set up two jumps, three strides apart. Starting with poles on the floor, I had them trot then canter over the poles from each direction. I’m looking for the horse to maintain her rhythm, forwardsness and confidence towards the poles. Most green horses will alter their gait as they look cautiously and assess the question. We want a horse to be able to quickly and correctly assess the jump in question so they are best able to clear it comfortably. As she is inexperienced with poles, I’d expect her to back off the poles slightly.
This is when there’s an art to knowing how many times to repeat an exercise. I want an exercise repeated enough times that the horse and rider are confident and competent through it, but I don’t want to repeat it so that they become complacent. It’s exactly the same with flat exercises as jump exercises. I also want to repeat the exercise enough times that it proves it’s not a fluke. I went to a demo with Paul Tapner this week and his rule is that he wants an exercise performed “twice, nice” to prove the first wasn’t a fluke, and to ensure the lesson stays progressive. To an extent, I agree, but I often find a third repetition really useful for cementing the learning.
Anyway, with this mare, I wanted to repeat each stage just enough times that she proved she was happy with the question. She only needed to trot over the poles twice in each direction to become consistent from A to B. Cantering over the poles, she did it perhaps three times in total on each rein. The first time she wobbled and fell into a bit of a heap, and then she sorted her legs out.
Once I was happy with her at this stage I made the second element a cross pole. A height within her comfort zone, but the question had changed. I wasn’t looking to challenge her jumping ability, but rather her ability to judge the jump and get it right first time. I think it was a bit of a mess first time round, as she slowed to look at it, wobbled and the launched over it. The second time was better, and she got it the third.
So I changed the question, putting the first cross up. This time, her first attempt was better and she didn’t back off to study the jumps. Rinse and repeat until she understood.
Then I changed direction, and I was pleased that she reached stage two quicker and seemingly more confident.
I was rattling through the stages but without rushing the mare. Previously, we’ve repeated the exercise more times than necessary to build muscle memory, confidence and practice. Now, I wanted her to complete a task well a couple of times and then move on. But I needed her to achieve the previous stage and be confident about it before moving on otherwise she will lose confidence later on.
Once the mare had negotiated the cross poles I changed the shapes of the jumps. Making one jump an upright, then once this successfully negotiated, the other one too. Then we changed the rein and had the upright first and cross pole second. And then changed it round.
I was pleased that the mare began confidently taking her rider into each set-up, unfazed when the jumps changed. Of course, she was still green and put in the odd wobble and didn’t always get a good take off spot. But that will come as her canter develops and with future sessions to improve her straightness and rhythm. The important thing was that she wasn’t backing off the jumps when they changed.
To finish the session, I steadily built the second jump into an oxer; by putting an upright behind the cross, so that it was inviting and my rider could continue aiming for the centre easily.
I feel it’s important to teach horses to read and process simple jump exercises quickly when training them so that they learn to think for themselves and adjust their canter and bascule as appropriate. I think a horse’s ability to adapt to new jump exercises is related to their confidence, which is why I wouldn’t move onto the next phase before the horse is competent at the previous one. One horse which I ride always backs off an exercise the first time, even when the jump has only changed by a small amount. We’ve worked a lot on progressing exercises steadily and repeating the exercise twice from the off and he is less sticky the first time now, but his general confidence over jumps is also improving.
Building a horse’s confidence when jumping is related to the number of times they have repeated am exercise – it’s a big circle! And I stick to the theory that a horse needs to repeat the exercise until they have done it well two or three times, but have not started to become complacent or anticipate the exercise with detrimental effects. There’s no point mindlessly repeating an exercise with no improvement. Changing it, however slight, will keep both horse and rider thinking about the job in hand.
I did a fun polework lesson over the weekend, in the shape of a five pointed star.
It was harder than I anticipated to make star-shaped – I could’ve done with a drone to help me get it perfectly aligned! But once it was set up I could see the multitude of uses for it!
Once my two riders had warned up in trot and canter I had them working on opposite points of the star. They had to ride a 10-15m circle on the outside of the star, trotting over the two poles which formed the point of the star. I had my riders adjust their circle so that they found the perfect striding between the poles for their horse. The horse shouldn’t be skipping or stretching for the second pole, neither should they be chipping in and tripping over it. Riding the poles on a curve increases the step of the inside hind, so activating it so that it works harder on a normal circle. When the inside hind comes further under the body the abdominals work harder and thus the horse lifts their back.
My riders rode these circles on both reins, feeling the improvement, and also the difference between reins as by asking the horse to work harder it highlights any weakness or evasion tactic. They both felt that the trot was more co-ordinated and together after this exercise.
Next, we turned our attention to their accuracy and straightness by riding across the star, over the points. I had my riders find their line, focus on a point, channel the horse between the reins using the legs and seat. The aim is that the horse trots over the point of the poles. This tests their balance and straightness, as well as improving their cadence and suppleness.
These two exercises kept us busy for the level of horse that I had in this lesson, as we combined them into a little course at the end, but they could also be done in canter. Both horses improved dramatically in their way of going, looking much more balanced and active in their trot work.
Next time I do this exercise, I want to add in some trot and canter poles on a curve across the arena, so the star becomes a shooting star.