equestrian coach education international

success flow chartAdvanced Teaching

Remembering that everyone who starts to learn a new task, is a beginner at that task will refresh your understanding of exactly who needs teaching. All advanced riders will be beginners at some task or another if they are pushing their standards up and wish to continue to improve.

Teaching an advanced rider is very different from teaching a novice.

It requires a great deal more finesse and tact. The joy is that the rider brings a wealth of experience to their lesson, and has a wide and very workable technical vocabulary. You’ll find that the teaching also progresses very much faster. This may be disconcerting at first, but you’ll soon adjust to the increased pace of delivery and critique.

Teaching an advanced task needs a deep understanding of the movements and an ability to critique them fast and efficiently. Only a trained eye can do this. Exactly the same principles apply as when teaching a novice task, i.e. the early mistakes will be BIG ones, don’t interrupt with feedback part-way through early efforts, give Knowledge of Results only (not Knowledge of Quality) in the early stages, arrange block practice which is do not associated with any previous movements or figures that could complicate or compromise the task you want to teach.

Advanced teaching is about making all this appropriate to the horse and rider before you. It’s about disentangling complicated performance problems, and sometimes finding innovative solutions to problems that riders have often carried for a very long time. It’s about respecting the horse and rider’s previous learning and building upon it wherever you can, but not before you have quietly repaired what you see to be cracks or deficits in their performance; is also about putting a real shine on your communication skills as you become progressively more sophisticated in the ways that you deliver information and elicit positive performance results from your riders. You may find that coaching is more to your taste than teaching, or vice versa. Either way, as you become progressively more skilled you will be a joy to watch and to work with and the results that you get will get better, and better.

 

 

Articles in Advanced Teaching Volume I 

How to teach a new rider in 10 lessons (*)

62452426 10 lessonsTopics in this article

  • Scenario: non-rider who has never sat on a horse before
  • What to remember as a teacher
  • The resources you need
  • The teaching protocol
  • Lessons -
    1. Just sitting
    2. Active riding, on the lunge
    3. Walking free
    4. Rehearsing the trot
    5. Trotting free, sitting and rising
    6. Riding free round the arena
    7. Riding a line, free
    8. The canter, on the lunge
    9. The canter, free
    10. Riding a test

Teaching difficult pupils

40779450 horsewomanTopics in this article

  • Personalities matter
  • Find the reasons why - the rider does not appear to listen
  • Are you dealing with an itinerant learner?
  • Over ambitious riders?
  • Setting professional boundaries
  • Matters, which will require your thoughtful attention

Teachability scores

48492266 best practiceTopics in this article

  • 10 Elements of scoring
    1. Punctuality
    2. Presentation
    3. Physical and mental fitness
    4. Mistakes
    5. Mindfulness
    6. Contributive learners
    7. Appropriate goals
    8. Self-management
    9. Suitability of horse
    10. Previous history
  • How to score and interpret the score 

Teaching experienced beginners

expert beginnerTopics in this article

  • Who is an experienced beginner
  • When an experienced rider need teaching and not coaching
  • New tasks - for the horse, the rider or both
  • Best protocol

Simulation

simulationTopics in this article

  • Saving the schoolmaster
  • Simmi horses
  • Saddle simmies
  • Bridle simmies
  • Combining simmies with visualisation

Forever novice

success and failureTopics in this article 

  • Forever novice - rider or horse?
  • History and past experience counts
  • Mixed messages
  • Timing
  • The role of expectations

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