A TRAINING PHILOSOPHY

It has been said that while classical dressage principles are invariably valid for every horse and every rider, the methods for teaching these will vary. There are therefore, thousands of methods of teaching dressage. How would any rider know which is right and which isn’t?

The yardstick I use for assessing a method is simple: if force or fear is ever used, the method is faulty and the instructor lacks knowledge. This immediately reduces the vast numbers of available methods to a very small number, one of which is mine. My approach is strictly classical — that is, I teach riders to ride and train horses using knowledge and thought, with the aim of creating horses that are calm, attentive and responsive, strong and supple. There is nothing new in this, it has been done for centuries.

Dressage is training, and I have found that training is the answer to everything — not gadgets, short cuts, strength or willpower. Good, effective training must be based on cooperation, not coercion, otherwise it will lose its value.

Alois Podhajsky said that the horse should be trained to the highest proficiency by natural methods and without constraint. These are simple words, but they contain the knowledge and philosophy of masters of equitation for over 400 years. When horses are trained in this way, progress is fast because it is rarely necessary to go back and spend time fixing problems.

I don't find any contradiction between classical dressage and competitive dressage, the FEI rules are very classical. However, judging and instruction standards have compromised competition dressage to such an extent that it bears little resemblance to what is correct. Today we can see, on the one hand, horses being abused in appalling ways, but on the other hand, there appears to be a backlash against these cruel methods. Correct work is now beginning to be appreciated and acknowledged at most levels, admittedly in a small way, but it is happening.

The movements in dressage tests are not ends in themselves, but are designed to increase the strength and suppleness of the horse—everything that is done in the name of dressage has the goal of enhancing the movement and physique of the horse.

Some Personal Concepts

1. Calm, attentive and responsive

   When working with horses the first requirement is that the horse must be calm. Only when he is calm will you be able to get his attention. And only when he is calm and attentive will you be able to obtain immediate responsiveness. When you have these three pre-requisites, then you will be able to train him effectively.

2. Never create a negative situation
   
   The key to error-free, correct training is to ensure that negative situations are not created. This is one of the primary reasons for riders resorting to the use of force. It happens all the time, and is rarely recognised for what it is. Almost anything is blamed — usually the horse, occasionally the rider, often external situations, but most often it is deviation from classical principles. This happens when the horse isn’t calm, attentive or responsive; when he is asked to perform but isn’t strong enough or isn’t sufficiently balanced; when communication from the rider isn’t clear; when the rider persists unreasonably, and when force or fear is used. (See The Secret of Inspired Training).
   
   Negative situations are always created when the trainer or rider deviates from classical principles, primarily the ones referred to be Podhajsky above — the principles of using natural methods and without constraint.
   
   Unnatural methods are those that are foreign to those that the horse would do in the normal course of his activities. Constraint involves the extended use of gadgets, pulling on the reins, forcing an unnatural head/neck posture, spurring, more than one whip application, etc.
   
   It is very easy to get on the slippery slope of negativity — it usually begins with the rider coming to a point where he can either try softer or try harder. When he tries harder the situation spirals downward as the horse reacts, then he tries even harder, the horse reacts more and so on. Then it becomes a battle of wills and everyone loses.
   
   On the other hand, when faced with a sticky situation, if the rider chooses to back off and try something different, or goes back two steps to a more comfortable situation for the horse, then the problem can often be fixed before it escalates. This means that the rider/trainer needs to have many options available, many tools in his toolbox. In this way he can be flexible in his approach to solving problems because he has a variety of possible solutions at his disposal.
   

   When training is done with minimal negative situations, then problems become few and progress is fast. Every session then becomes an opportunity for achievement, not a time to address problems.

3. The end never justifies the means
   
   Working a horse under constraint or against nature will always generate difficulties at some later period, and fixing these is what takes the most time in training. Often trainers will try something contrary or unusual, and it will work. This then encourages them to think that what they have done is right and clever. However, invariably this departure from classical principles will result in a problem. Because the problem usually emerges at some time removed from the original action, the cause-effect connection isn’t made. When the problem eventually and unavoidably appears, the trainer (or rider) will spend some time addressing it. When they succeed, it is seen as a victory and proof of the trainer’s skill and they are congratulated for being so clever. To me, it would have been a lot smarter not to have created that situation in the first place.

4. One thing at a time
   
   The brain can only attend to one idea at a time. This applies to the brain of the horse as well as that of the rider. It follows that if we give many commands in short succession, most of them will not be absorbed.It is always more productive to break things down into small chunks and concentrate on one of these at a time. In this way, both horse and rider experience many small achievements instead of the occasional breakthrough and lots of disappointments.
5. Rewards not punishment
   
   Punishment has no place in equitation, the horse learns nothing except to resent and fear the punisher. This doesn’t mean that I let the horse do what he wants whenever he feels like it, that is not constructive in any way. Just like a child, the horse needs to know where the boundaries are, and to respect the guidance of his rider. Instead of punishment I use consequences — when the horse discovers that an unpleasant consequence will follow some action that he does, he will avoid that action in the future. For example, if the horse has developed the habit of backing up in order to avoid going forward, allowing him to back into a tree or fence is a consequence that is unpleasant. Hitting him with the whip might work, but it will also create fear — a negative outcome.
   
   Another example: if a horse bites or kicks, he will get a very sharp response from me, such as a slap or a whack. These actions are what the horse understands, as they are similar to the way horses interact with each other naturally. They are not punishments because there is only one instance — one slap, or one whack. If there were more than one it would be punishment, which is unnecessary and negative.
   
   I always try and find a reason to reward the horse, using varying degrees of reward according to the fabulousness of his work. This is a great way to communicate with him, and it keeps his brain occupied and his attention on me. Rewards can be verbal (‘good boy’), physical (pat on the neck) or with food, according to the situation and how close I am to the horse. If I’m teaching the horse something new, on the ground, I always use food rewards. (See Teach Your Horse Anything).
6. Lightness
   
   When discussing different methods of riding with people, even very experienced ones, I’ve found that lightness is a very misunderstood concept. Many riders seem to think that it means riding with no contact, or with loose reins, or with thumb and forefinger only. Others regard it as allowing the horse to do virtually what he wants, with little interference from the rider. Lightness is not any of these — in fact, to achieve lightness, we often have to be strong. There should always be definite contact with the horse’s mouth, and the rider should be the one giving direction and guidance at all times. (See Some Thoughts on Lightness).
   
   One of the best concepts of lightness refers to the aids we give to the horse. (Aids exist in order to train and guide the horse without the use of force or fear). Lightness is when we use only one type of aid at a time, and only when absolutely necessary — briefly and infrequently. Somebody wise once said “above all, don’t interfere.”
7. Conditioning
   
   It is very important to have partial rest periods during every schooling session, this assists the dispersal of lactic acid and helps to maintain mental focus.
   When the horse is not kept in a stable 23/7 I recommend working him only every second day. This is because there is some soft tissue breakdown involved in muscle building, and it can take around 24 hours for recovery. (See Conditioning the Dressage Horse).
   
   If he is stabled, then he needs to get out every day. In this case, it is important to alternate days of intense work with days of light work, or even just trail riding.
8. Respect
   
   Just as it is important to respect the horse, it is equally important for instructors to respect their students. To me, this means that the rider doesn’t get shouted at, insulted, humiliated or abused in any way.

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