Understanding and Application of Learning Theory in UK-based Equestrians

Abstract

Learning in equines occurs through a predictable chain of stimulus-responseconsequence processing. Whether the behavior persists will depend on the nature and timing of the consequence, whether it punishes or reinforces the response behavior. Knowledge and application of learning theory in UK-based equestrians was assessed by an online survey which probed three aspects of knowledge and understanding. Fifty-eight UK individuals (91% female) took part in the study and had an average of 12.4 years' equestrian experience. Almost one-third (31%) described themselves as professional equestrians. A questionnaire was used to assess participants' ability to identify and describe terminology associated with learning theory; self-report on their own knowledge and training methodology; and to express how they would respond in different training situations. Human-focused educational strategies were tested to assess their effectiveness and suitability for increasing understanding of learning theory. Professional equestrians expressed higher levels of subjective knowledge than amateurs (t(27) =-2.752, p = 0.018), with a moderate positive correlation between subjective knowledge and observer-scored knowledge (r = 0.443, p < 0.001).

How equestrians conceptualise horse welfare: Does it facilitate or hinder change?

“…The challenge of ridden horse welfare has been examined from various vantage points including riders’ understanding of horse training (Warren-Smith & McGreevy 2008 ; Brown & Connor 2017 ; Luke et al 2023 ), horse-keeping practices (Visser & Van Wijk-Jansen 2012 ; Hockenhull & Creighton 2013 ; Hanis et al 2020 ), riding equipment (McGreevy et al 2012b ; Cook & Kibler 2019 ; Condon et al 2021 ; Tuomola et al 2021 ) and training practices (Borstel et al 2009 ; Lesimple et al 2010 ; Fenner et al 2019 ). Most of this research examines these issues from the perspective of the individual equestrian.…”

Building Bridges between Theory and Practice: How Citizen Science Can Bring Equine Researchers and Practitioners Together

“…Equitation science [18] and the use of learning theory in training [19] is now well-represented in the literature. However, many coaches and instructors continually fail to grasp the core concepts, thwarting progress at a grassroots level [20,21]. Our findings indicate that this unwelcome state reflects problems with both accessing such information and interpreting and differentiating among different sources of evidence.…”

Straight from the horse’s mouth : What we can learn about rein tension by observing horse behaviour

“…Linear mixed models were created in Paper II, with response latency and maximum rein tension during the rein tension signal as the outcome variables. The explanatory variables were headstall (bridle/halter), age group (young/mature), order of treatment (first treatment/second treatment) and trial (1)(2)(3)(4)(5)(6)(7)(8), all analysed as categorical variables. Horse was included as a random variable.…”

“…The outcome variable for model 1 was median rein tension, for model 2 minimum rein tension, for model 3 maximum rein tension, and for models 4 and 5 response latency. The explanatory variables were head posture (at/in front of/behind the vertical), timing of the release (before/during/after), trial number (1)(2)(3)(4)(5)(6)(7)(8) and behaviour (open mouth, head upward, head backward; present/absent) in all models. Models 1-3 also included phase, and the interactions between phase and the other explanatory variables were tested a priori.…”