Jumping Away From Home

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.

Teaching Outside The Box

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

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

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

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

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

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

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

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

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

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

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

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

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

A Busy Life!

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

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

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

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

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

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

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

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

Canter Exercises with Groups

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

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

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

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

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

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

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

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

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

Breaking Up A Course

I was working with a young rider and her fairly new pony a couple of weeks ago on riding in a open field. They’ve spent lockdown getting to know each other thoroughly, but the pony came with the warning that he got very excited in open fields so now it was time to broach the subject.

With her parents she’s walked around their riding field and it’s become boring for her pony so he doesn’t get excited when on his own. They’ve popped over the odd log but the rider doesn’t feel she can control him when stringing jumps together, or approaching jumps in more than a very steady trot, and the pony is known to get faster and faster throughout a cross country course.

I took the pair out into the riding field and started by getting my young rider to walk some school shapes around the logs, trees, bushes and other obstacles. The idea being to fill her pony’s brain with where they were going next rather than the speed they were travelling at. We made a plan of a sequence of movements so my rider could plan her route and didn’t have to think on the spot, which is quite difficult when you’re ten years old.

Once they were riding a calm, steady walk meandering around our corner of the field we moved up to trot. The circles and serpentines helped keep a steady rhythm with my rider feeling in control. With trot established and them both warmed up, I got my rider to adjust her circle so that a little log just happened to be in their way. They trotted over the log, which wasn’t really big enough for the pony to jump, and then carried on round their circle. No big deal. The idea being that the jump was part of their flatwork.

We continued in this vein, over a couple of tiny logs using circles on both reins, progressing from trot to canter. As soon as the pony started to get excited towards a log, the circle my rider was on changed line so that they avoided the jump. It was important that my rider wasn’t pulling out of the jump so teaching her pony to refuse, but she was riding a different line to remain in control.

We worked out way around the field over different logs, using circles before and after to keep the pony in a controlled rhythm without stopping and starting all the time.

With my rider growing in confidence, I started to link some logs together and get her moving around the field much more. However, instead of just telling her a course – so she had a route to take – I gave her movements to do between the jumps. She started with a circle before popping over the first log, and then rode a circle in either direction as she travelled to the second log. She could ride as many circles as she wanted to feel in control before jumping the second log. Between the second and third log, I told her to ride a transition. From canter to trot, and then back into canter. My theory was that if there’s a question before and after every jump it takes the pony’s focus away from jumping and he doesn’t anticipate that the next obstacle he sees is what he’s jumping.

We built the pair up to jumping longer courses of small logs around the field, linking a couple of jumps without the questions in between, ensuring my rider could bring her pony back after each long stretch. At key points on their course she had to ask him a big question to re-establish her authority, so breaking the course up into bitesize chunks.

I think if they continue schooling in this manner, making the jumps progressively bigger and more technical, but with questions between jumps, then when they need to jump a course, at a hunter trial or something, the pony will be expecting to do something between jumps so should not accelerate to the same extent that he used to. Additionally, my rider can ride a transition which won’t incur 20 penalties; possibly gain a couple of time penalties but I’d rather time penalties than them going dangerously fast. I think this is the way forwards for this pair at the moment and as their relationship grows they can start to link fences together straight with ease because they maintain a steady yet forwards rhythm rather than starting and stopping for each jump.

Adaptability

I attended a webinar last week – attended is quite a strong word considering I was sat in my pyjamas on the sofa – but anyway, I listened to a talk about different arena surfaces and the risk of injury. The take home message was that it doesn’t matter hugely on your arena surface so long as it is consistent throughout as your horse will adapt to it (of course extremes of surfaces will cause injuries, but don’t feel you have to have the same surface from the Olympics), and to train on a variety of surfaces to make your horse adaptable so they perform to the same level regardless of the surface they are on (e.g. a different surface at a competition compared to at home).

This made interesting listening, and actually linked well to something I discussed with a client last week about her horse’s adaptability to the terrain.

Before lockdown we’d worked a lot on her horse maintaining his balance when cantering before and after fences as he can get a bit lumbering and onto the forehand, causing him to get too close and trip over the jumps. She’s got the feel for the right balance that he needs on the approach to jumps, and can subtly adjust him – i.e. rebalancing without putting on the brakes when the surface and terrain is consistent and therefore they’re jumping out of a good rhythm, with more successful, confident building jumps.

Taking this out into the open field brought a new level of adaptability for this horse. As they warmed up, you could see how difficult it was for her horse to adjust his body weight to keep his balance going uphill then downhill. It seems to take him several strides to adjust and he needs his hand holding by his rider. This may well improve as he gets more practice in, but to be honest, I think some horses are just more surefooted and quick thinking to adjust their balance in response to the terrain so need less assistance from their rider. His rider is always likely to need to help him balance, but it will become more autonomic as they do more.

Firstly we discussed, and put into practice, keeping her horse balanced as they cantered around the field, using both a two point and three point seat. A two point, or light seat, helps a horse move over their back and often horses travel faster because of the increased freedom. But it is harder to discreetly rebalance a horse without your seat in contact with the saddle and they can get long and onto the forehand if they find that the easiest way to travel. Travelling uphill or in the long spaces between fences she could take light seat, but going downhill and before jumps she needed to be in a three point position to help keep him off his forehand and in an uphill canter ready for the jump.

Throughout our session, my rider got more in tune with her horse’s balance and started to correct him before he lost his balance, which makes a jumping round much more fluid. She was surprised at how much help her horse needed to keep his balance and how much attention she had to pay to this factor. When we discussed jumps and linking them together we talked not only of the jump, but of the terrain before and after. I also noticed how she started to use the grey area between 2 point and 3 point positions to rebalance as we got further into the session. For example, after an open, uphill canter stretch she went from her two point position to still hovering her seat out the saddle but bringing her upper body up and back slightly which rebalanced him sufficiently for the change in terrain as it plateaued.

We spent the session jumping some straightforward cross country fences, focusing on setting the canter up and evaluating the effect of the terrain on the approach to the jump. The trickiest combination for this pair is jumping downhill because this horse needs a lot of help from his rider in order to keep his balance in the canter. If he gets onto his forehand and loses energy then he will bury himself into the base of the jump and struggle to clear it.

I had the pair jumping several short courses of jumps on the flat or uphill, and travelling over different inclines and declines between jumps. As we went through the lesson their courses became much more balanced and fluid, with smoother jumps so they both grew in confidence. Their final course had them cantering down a little valley and then jumping a fence on the uphill. They managed this question really well; if the canter fell apart on the downhill they’d struggle to regroup in time for the jump. Next time, we’ll progress to jumping downhill. As my rider gets more in tune with feeling slight changes in her horse’s canter and subtly changes her position to help him, and as he gets more practiced at adapting to different terrains, they will find it easier to ride a flowing, confident, successful cross country course. Which is my aim!

The Left Hand Knowing What The Right Hand Is Doing

I discussed this subject with a teenage client last week as we focus on improving her pony’s straightness and her rein contact.

I asked her if she was aware of the jobs of the inside and outside hand, and if she felt that her hands were as good as each other at each job.

She knew that the outside rein is a stabilising rein, it needs to be steady and consistent to prevent the horse falling in, losing vertical balance, or bending too much through the neck. The inside rein is used to flex the horse and indicate the direction of movement. As a result, the inside rein is more mobile (not to the extent of dancing around) but not quite so steadfast as the outside rein.

With my rider understanding the concept of the different roles of the inside and outside rein, I asked her to evaluate her rein contact and hands in each direction. Did her right hand find it easier to be the outside rein than the inside? Did her left hand provide a better outside rein contact than the left?

She correctly identified that her right rein was a better outside contact than her left hand as it stayed steady without hanging off the mouth. Her left hand found it easier to soften her pony into a left bend. In this case, the more dextrous hand was her writing hand, but this isn’t always the case. In my observations, I’ve noticed that everyone has a stabilising hand, which is used for example to hold a nail, and everyone has a hand which is more adept at finer movements – the one which uses the hammer. Perhaps that isn’t the best description. The stabilising hand holds the paper still whilst the motor hand draws the picture – how’s that? Most of the time the motor hand is your dominant hand, but it’s not a golden rule.

Once we’d established the different jobs of the outside and inside rein, we talked about how to improve the hands. I asked my rider if she felt there was an even weight in both hands, or if one was always heavier. A lot of riders carry more weight in their stabilising hand, which when it is the inside rein means that the horse is more likely to motorbike around turns and lean in. So I had my rider assess the weight in her hands on both reins to see if one was significantly more. Her right hand was slightly heavier, but not a huge amount so on the right rein I just kept reminding her to balance out the feel in her hands – taking more weight with the left hand and lightening the right. This immediately began to help create a better outside rein contact on the right rein as the left hand became more stable.

I kept the focus on the right rein (clockwise around the school); keeping the left hand more stable and consistent as the outside aid, and then as I don’t want the right hand to suddenly start leaping around we mainly worked on lightening the wrist, keeping the weight of the arm in the slightly more bent elbow. As my rider’s hands became better at each job and the weight more even between left and right, her pony started to move straighter, staying more balanced on turns and giving more of a uniform bend throughout his body. She could then add in the inside leg aid to improve his inside hind leg engagement and balance.

With her new knowledge and understanding of the job of the inside and outside reins, my rider found it easier to change their bend when we started to work on serpentines and figures of eight. Her pony then kept his balance during changes of rein and became more symmetrical in his way of going because he was giving more bend on his stiffer rein and less bend on his hollow side.

With ambidextrous hands a rider is more able to ride evenly in both directions, and with a greater understanding of the purpose of the inside and outside rein the horse can be more easily corrected in their way of going. A rider can balance the horse between leg, seat and hand more subtly and effectively when a rider has more understanding and control over their rein aids.When learning lateral work, greater control over the reins as individuals means more correct movements will be ridden because the horse can be set up on the correct bend and it can be maintained whilst moving sideways.

Planning Your Polework

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:

  • Straightness
  • Accuracy
  • Cadence
  • Rhythm
  • 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.

Poles for Shallow Loops

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Befuddled

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

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

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

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

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

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

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

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

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

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

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

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