Presented by Dr Andrew McLean at the Horse SA People.Horses.Culture Conference 2016 http://www.horsesa.asn.au

1. Can employers afford not to adopt evidence‐based horse
training methods in the workplace?
Can employers afford not to adopt evidence‐based horse
training methods in the workplace?
Dr Andrew N McLean
Australian Equine Behaviour Centre
Equitation Science International

2. The need for change: human safety
2
• Death rate: 0.5 ‐ 1 per million
• Serious accident 1/350 hours
= 20 times more than
motorcyclists (Ceroni, 2007)
• Children: highest injury
incidence (Hawson et al, 2010)
• 25% of all deaths in sport are
horse related (Kiss et al, 2008)
• Children: more likely to suffer
head and neck injuries (Hawson et
al, 2010)
• Horse behaviour in 61% of
accidents (Williams & Ashby, 1995)

3. The need for change: wastage
DEFINITION: Horses
discarded by people –
usually to abattoirs
• Ödberg and Bouissou
(1999)
• von Butler and Ambruster
(1984)
• Ethics & Animal rights

4. The need for change
Will to Please
Trust
Partnership
Reprimands
Fairness
Respect

5. Brain: human/horse differences
Humans:
• Recall memory: time‐
projection
• Context‐generalised
• Memory trace: 2‐3 seconds
but DLPFC retrieval systems
Horse:
• No DLPFC
• Recognition memory
• Context‐specific
• 2‐3 secondsBlaming horses…!

6. When training goes wrong: Controllability
& Predictability
1. Expt 1 grid electrified = controllable but unpredictable = anxious dogs
2. Expt 2 light precedes shock = controllable & predictable = secure, confident
3. Expt 3 light only randomly predicts shock = uncontrollable, unpredictable
= escape, aggression, apathy
Seligman, M.E.P., &
Maier, S.F. (1967)
Failure to escape
traumatic shock.
Journal of
Experimental
Psychology, 74, 1‐9.

8. Aim: To investigate correlations in behaviour problems
with inadequacies in basic responses in‐hand and
under‐saddle (Go and Stop).
1. Sometimes incorrect acceleration / deceleration
response
2. Delayed / heavy acceleration / deceleration
response
3.No self–maintenance of a response from
acceleration / deceleration signals
(McLean, 2005)

9. 0
10
20
30
40
50
60
70
80
In hand Under saddle
Bolt Rear Buck Shy Tense No Immobility Head toss
McLean, 2005

13. Training Principles That
Arise From Learning Theory

14. • The science of training and horse‐riding
• Includes learning theory, ethology &
cognition, biomechanics, psychology &
sport science.
• Identifies what can be defined and
measured
• Does not deny other aspects yet to be
defined and measured
So, we have 10 Principles…..
What is Equitation Science?

15. 1 of 10
Train according to the horse’s
ethology and cognition
“Over‐ or underestimating horses’ intelligence
has negative welfare implications. Isolation,
restricted locomotion and foraging have welfare
implications”
•Ethology: Animal behaviour; Social
organisation: resource allocation;
Grazing budget; Attachment;
Biomechanics.
Cognition: Mental abilities & limitations,
Context‐specific & generalised learning

16. 2 of 10
Use learning theory appropriately
1. Habituation: becoming accustomed to things (including
desensitisation)
2. Operant conditioning: rewards and consequences
1. Positive reinforcement
2. Negative reinforcement
3. Positive punishment
4. Negative punishment
3. Classical conditioning: Predictable hints & signals
“The use of pressure/discomfort has the
potential for serious welfare implications that
range from escape, aggression and apathy to
learned helplessness.”

17. 3 of 10
Train easy‐to‐discriminate signals
Ensure operantly conditioned responses to establish:
• Up/down gaits
• Faster/slower
• Longer/shorter
• Turning of forelegs
• Turning of hindlegs
• Head/neck flexions/head carriage
“Blurred and ambivalent signals can lead to
confusion, distress and responses that
compromise performance and rider safety”

18. 4 of 10
Shape responses and movements
Training should begin by reinforcing basic attempts at a
desired behaviour and then gradually increasing
approximations toward the target behaviour.
The order of shaping is:
• Stimulus control,
• Speed control,
• Directional control,
• Then refinements of the head and neck position,
• Then reliability in different environments
“Poor shaping can lead to confusion and
responses that compromise performance and rider
safety”

19. 5 of 10
Elicit responses one‐at‐a‐time
Ensure individual cues/
signals are separated in time
from each other.
Like words, cues/signals
should be separated.
“Clashing cues/signals
weaken stimulus
control and can lead
to confusion and
responses that
compromise
performance and
rider safety”

20. 6 of 10
Train only one response per signal
All cues/signals
should have just one
operant response
associated with them
“Ambiguous rein
and leg signals lead
to confusion and
responses that
compromise
performance and
rider safety”

21. 7 of 10
Form consistent habits
The training set‐up:
• same contexts
• same signals
• same part of the horse’s body or
After consolidation, locations can be
gradually altered.
Ensure transitions are of the same
structure and duration each time until
consolidation.
“Inconsistent
training can lead
to dull responses
that compromise
performance”

22. 8 of 10
Train persistence of responses
(self‐carriage)
Train the horse to ‘keep going’
in rhythm, straightness and
outline.
Is the bird really trained to sit on
your arm?
“The consequences of a
lack of self‐carriage range
from dull responses to
hyper‐reactive responses
that compromise
performance, welfare and
rider safety”

23. 9 of 10
Flight responses have unique
characteristics such as resistance to
extinction and may reappear
spontaneously.
• Short term: adrenaline
• Long term cortisol.
“Acute stress shows up as
problem behaviours (escape,
aggression, apathy) Chronic
stress has very serious welfare
implications including learned
helplessness and can be fatal”

24. 10 of 10
Demonstrate minimum levels of
arousal sufficient for training
(to ensure the absence of conflict)
Training should be able to show that the horse
is at optimal relaxation levels for the task.
Certain levels of arousal, muscle tone and
attentiveness are required for successful
learning but when these levels are exceeded,
learning and welfare suffer.
“Too much arousal may lead to compromised
welfare, which may show up as acute/chronic
stress (escape, aggression, apathy)”

25. 10070NAT Diploma of
Equitation Science
Enterprise units:
The copyright owner of the units of competency/modules developed for inclusion
of this course is Equitation Science International Pty Ltd ‐ who owns copyright of
the following units.
• ESIHTP501A Develop a sequential horse training plan
• ESIHTP502A Train horses in‐hand using the principles of learning
• ESIHTP503A Train horses under‐saddle using the principles of learning
• ESIHTP504A Develop advanced skills for horse training
Training package units:
The following units of competency have been imported from training packages:
• HLTAID003 Provide first aid
• BSBWHS401 Implement and monitor WHS policies, procedures and programs
to meet legislative requirements
• BSBRSK401 Identify risk and apply risk management processes
• TAEDEL301A Provide work skill instruction
• SISOEQO414A Instruct horse riding and handling skills

26. www.esi‐education.com
Thank you
Equitation Science International
Diploma in Equitation Science