The Science of Teaching the Equestrian Disciplines
"Perhaps the most valuable result of all
Education is the ability to make yourself do the thing you have to do when it
ought to be done, whether you like it or not" (Walter Bagehot 1826-77)
Horsemanship
Horsemanship has been a practice in most countries throughout all
ages of civilization, and many nations have long established equestrian traditions
built upon by experience gathered over many centuries.
Within the area of each country's Equestrian knowledge, Equitation is an expression
of their people's culture, temperament and nature.
Though historically the various schools and doctrines may have either opposed
or complemented each other, a definite style emerges belonging to the particular
Nation in which they developed, based upon in depth knowledge acquired from generations
of practical experience with horses . not just from imitation.
From this background of equestrian experience and tradition have emerged the International
Standards and individual countries official programs that form the basis of today's
modern civilian Equestrian education.
Elements essential to Teaching the Equestrian Disciplines:
"If you don't know that you don't know, you can't
know what you need to know" (Unknown)
The elements that make teaching the Equestrian Disciplines more complex
and unique from any other educational activity stem from the fact that Horsemanship
is an involved process made up of 3 distinct entities : the Rider, the Horse and
the Teacher, each of whom is mutually interdependent of the other.
-
The Student : Since the student is the
central personality of the instruction, and a student cannot learn to guide a
horse without first acquiring in depth knowledge and understanding of the true
nature of the horse, and since safety and confidence are essential to the equestrian
learning environment, standardized Rider Programs and curricula are quintessential
to the learning process because they provide not only a logical progression of
structured guidelines for a student to follow, but represent a basic tool for
the teacher to work from.
- The Horse : Since the horse itself is ultimately the
"real" teacher, it is essential that a "School Horse" not only have all of the
mental and physical attributes that enhance safety in the learning environment,
but also demonstrate a solid Base of trained technical expertise appropriate to
the level that the student is being taught at.
- The Teacher : Since a riding teacher cannot reach the
horse other than through the rider, and a rider cannot learn how to guide a horse
effectively if that horse is not an appropriately educated "school master", it
becomes evident that it is the responsibility of the Riding teacher to ensure
a productive learning environment by maintaining not only a commensurate level
of personal expertise, but correctly schooled horses who work in complete co-operation
with the teacher.
Desirable Characteristics of the Riding Instructor/Coach:
"The greatest good you can do for another is not
just share your riches, but to reveal to him his own" (Benjamin Disraeli 1804-81)
Because of the safety factors involved, the Riding Teacher is called
upon to present an exemplary image and should furthermore :
A true teacher of Horsemanship will make the effort and take
the time to:
- Acquire formal training to learn how to impart equestrian knowledge
in a practical manner that makes it comprehensible and safe, therefore enjoyable,
for both horse & rider, and allows for variety in activity and location.
- Become formally trained, certified and accredited to teach
in such a way that students learn to reach a level of competence that allows them
independence in their chosen activity and/or discipline.
- Become a talented enough rider to be representative of an ideal.
- Be capable of leading by example.
- Be able to demonstrate effectively.
- Be a capable trainer who can maintain private as well as school
horses at an appropriate level of behavior and performance.
- Be thoroughly cognizant with Equestrian history and philosophies,
with in depth knowledge of theory and the practical aspects of equitation, physiology,
psychology, pedagogy and hippology.
- Increase diversity by continuously upgrading personal knowledge
in the pursuit of in depth, ongoing studies in his/her chosen field.
- Resort to, be guided by and able to use recognized and established
Programs, Curricula and Standards of teaching as tools of the trade.
- Upgrade and become certified and accredited to teach at subsequent
levels in a variety of equestrian activities.
- Keep an open mind to modern ideas, different disciplines and
methodologies, remaining adaptable and abreast of changing times.
Since no one is allowed to teach in Public Schools without some
form of recognized formal training that culminates in an official Diploma of Education,
nor may they subsequently teach without standardized curricula and structured
programs to follow, it stands to reason that these same principles should apply
to the Equestrian teaching profession.
"Common sense is the knack of seeing
things as they are, and doing things as they ought to be done" (Josh Billings
1818-85)
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