One of the most challenging tasks is re-schooling a horse that lacks a work ethic, is sour or has gaps in his training. What often happens is the problem behavior/issue is ignored, unknowingly reinforced, or punished by the rider/handler rather than being addressed properly. This results in an increase in the dysfunction, or simply put, embedding of the behavior deeper into the horse’s “normal” response or routine. Delaying re-training, therefore, can intensify the behavior, increase the frequency of it occurring, or establish a pathway based a faulty/unhealthy reward system.
An example is the rushy horse. Unless addressed, a horse that rushes finds reward in getting where he wants to go quicker or ending the work sooner. In other words, he gets rewarded for what he does versus what you want him to do (an example of a faulty reward system). If he is punished, the horse may associate trotting off, for example with punishment, when we prefer to reward him for not trotting off unless told to do so. So how do we effectively re-school him without punishment?
The simple answer is to offer choices. The complex answer is that a rider/handler must learn to make the choice you want the horse to take the most appealing option. An “appealing” choice to a horse can mean perceived easiest, biggest reward or least amount of work. This means that a horse that rushes needs to find reward in not rushing. The rider/handler can praise (reward) the horse when things are done correctly and make rushing far less pleasant then not rushing. What riders tend to do is hold the reins tightly in anticipation of the rushing, thus punishing the horse for walking quietly. Instead, the horse should have an undesirable result when the rushing actually occurs, such as having his head turned in toward the rail, forcing him to choose between slowing down or bumping into the rail. The added bonus with this maneuver is that using one rein to turn toward the rail causes the horse to associate a one rein pick up with slowing down and/or not rushing….eventually with little rein contact. In this situation, the horse has to choose between bumping the rail and slowing down with praise. The slowing down and praise becomes the obvious “appealing” choice and the rider doesn’t have to punish the rushing behavior.
Other aspects of training that assist in effective, quick re-training is the use of consistency and voice commands. If something is not allowed, it is never allowed. For example, breaking gait unless told to do so or walking off when told to whoa. Because humans are imperfect in delivering physical cues and aids, the use of voice helps reinforce weak or inexact physical commands. When re-schooling, use a voice command first followed by a physical cue. If this is done consistently, the anxiety often associated with a physical aid is reduced or even eliminated as the sensitive horse has time to respond without perceiving imminent physical force. Believing that force is always the cue sets the horse up for a no-win situation with no choice leading to reward! Greater reward should always be associated with performing the desired or requested behavior. This includes rewarding an honest effort resulting from properly applied aides. However, the rider should never reward a response that is a horse “guessing” what the rider will ask for next. Instead, the goal is to have a horse listen for what is next. Once the horse is listening, the major work in re-schooling is complete.
Remember to always review all basic skills each time you ride, train or compete. This allows you to assess what is on target, what is weak and where you will need to focus your efforts during the ride!