| asic training is built upon cause and effect. Horses can | | | | to get rid of the pull he feels in his mouth. To so this he |
| not think in a logical fashion. They cannot consider that | | | | might try raising his head, he might try pulling back, or |
| something might happen because of something that | | | | going backwards. As long as the irritation is there, he |
| occurred hours earlier. Instead they learn from | | | | will seek a way to get rid of it. Finally, he will try the |
| immediate results. | | | | right solution, giving to the bit, turning in the direction the |
| Imagine an experiment where a bell was hung in a stall. | | | | rider has asked for. The rider then will relieve the |
| The horse would have to ring the bell in order to get | | | | pressure on the rein, thus rewarding the horse. After a |
| his dinner. If food were delivered each time the horse | | | | few tries, the horse will have learned that if he turns in |
| rang the bell, he would quickly learn to ring the bell | | | | the direction of the pull, the pull will go away. |
| when he is hungry. | | | | This is why you can’t teach a horse by talking |
| Now, if the horse were to ring the bell, causing a | | | | to it. You can’t chatter away and expect it to |
| person to come over, then to go to the feed room | | | | understand. That is not to say that a verbal cue |
| and prepare dinner, the horse would not likely make | | | | can’t be established, but that communication |
| the connection. This is because there is too much time | | | | needs to be direct and clear. |
| between the ringing of the bell and the delivery of the | | | | The same goes for chattering with the aids. If you |
| food. A horse can not logically think that their action of | | | | constantly fiddle with the reins, the horse will not |
| ringing the bell called the person who would bring food. | | | | understand what you are asking for. He will try |
| When training, it is essential to understand that horses | | | | whatever works to get rid of the irritation, possibly |
| need immediate, consistent reactions from their trainers | | | | resorting to misbehaviors like rearing or backing. After |
| to understand what is being asked of them. If a trainer | | | | a while, the horse will decide that nothing can be done, |
| is slow to respond, or reacts differently to the same | | | | and will stop listening to the aid. |
| response to the same cue, the horse will become | | | | Treat training is much the same, with the irritant being |
| confused and not learn. | | | | the desire to get the treat, and the release from the |
| Every cue we give a horse is a form of irritant to the | | | | irritant being the successful capture of said treat. Many |
| horse. The horse will seek a way to make the irritant | | | | horses can learn tricks through treat training methods. |
| go away. For example, a squeeze with the leg is | | | | Whenever you plan to teach your horse something |
| responded to by going forward. Once the horse | | | | new, take the time to break it down into small stages |
| moves forward, the rider stops squeezing. The horse | | | | that a horse can learn through cause and effect |
| thinks, if I go forward that tight squeeze will go away. | | | | thinking. There is little that a horse can’t learn, if |
| When a new lesson is being taught, a horse will try | | | | taught with patience and an understanding of how |
| whatever he can to make that cue go away. If you | | | | they think. |
| are teaching a horse to turn, he will work to find a way | | | | |