How to Get the Most Out of A Riding Lesson (For Student and Trainer)
You probably think the top riders make the best instructors. But it turns out, that’s a myth. The best riders don't always make the best instructors. Here's why.
In her popular dressage book, Collective Remarks, top dressage judge and Olympic equestrian coach Anne Gribbons praised two articles I wrote for the magazine Dressage and Combined Training some years ago about the common sources of difficulty students and instructors face during riding instruction. This is what she said:
Theory vs. Practice
The biggest fallacy of all is that a successful competitor automatically makes a great instructor. A while ago, there was an excellent article on this subject written by Denise Cummins, Ph.D, published in one of our national dressage magazines. In part of the article Ms. Cummins explains why the accomplished rider does not necessarily make a good teacher. She dwells on the difference between declarative knowledge, which consists of facts and theories of the domain, and procedural knowledge, which refers to the skilled steps or movements involved in the domain. In short, she is describing the difference between theory and practice. She points out that many experts ride using a technique that doesn’t require reasoning, just “feeling” and an automatic response. The person who has been riding since he or she was four years old, she says, may be the worst teacher because to him or her, the skill is “as natural as breathing.” In reality riding and teaching are two completely separate skills, and it is rather unusual that both skills are present to an equal degree in one person. I have watched a number of competent, even “famous” riders who could not teach their way out of a paper bag. And I have seen mediocre performers on horseback who nevertheless can produce wonderful results with their students because they have a good eye for what is needed, a thorough understanding of the theory of dressage, and very importantly, an ability to communicate. The power to convey knowledge to another person has little to do with riding, but is an essential ingredient to make a good teacher.
— Gribbons, A. (2014, p.70). Collective Remarks: A Journey through the American Dressage Evolution: Where It's Been, Where We Are, and Where We Need to Be. Trafalgar Square
Theory vs. Practice
The biggest fallacy of all is that a successful competitor automatically makes a great instructor. A while ago, there was an excellent article on this subject written by Denise Cummins, Ph.D, published in one of our national dressage magazines. In part of the article Ms. Cummins explains why the accomplished rider does not necessarily make a good teacher. She dwells on the difference between declarative knowledge, which consists of facts and theories of the domain, and procedural knowledge, which refers to the skilled steps or movements involved in the domain. In short, she is describing the difference between theory and practice. She points out that many experts ride using a technique that doesn’t require reasoning, just “feeling” and an automatic response. The person who has been riding since he or she was four years old, she says, may be the worst teacher because to him or her, the skill is “as natural as breathing.” In reality riding and teaching are two completely separate skills, and it is rather unusual that both skills are present to an equal degree in one person. I have watched a number of competent, even “famous” riders who could not teach their way out of a paper bag. And I have seen mediocre performers on horseback who nevertheless can produce wonderful results with their students because they have a good eye for what is needed, a thorough understanding of the theory of dressage, and very importantly, an ability to communicate. The power to convey knowledge to another person has little to do with riding, but is an essential ingredient to make a good teacher.
— Gribbons, A. (2014, p.70). Collective Remarks: A Journey through the American Dressage Evolution: Where It's Been, Where We Are, and Where We Need to Be. Trafalgar Square
From the Riding Student’s Perspective
The main dilemma that a student faces is figuring out what the trainer is trying to communicate. It’s not as easy as it sounds. How many times have you heard “More leg!” or “Ride forward into the hand!” or “The stirrups are just foot rests!” while believing that you are ALREADY wearing out your leg, riding forward, or letting your feet rest in the stirrups. The problem is that what the trainer is seeing is not what you think you’re already doing.
There are two ways riding students try to resolve this dilemma. Some riders just keep trying things in an effort to please the trainer. When they finally get approval, they sigh in relief, even though they have no idea what it actually was that they did to get that approval. Some riders instead interrogate the trainer, peppering her with questions in an attempt to get her to clarify what exactly she has in mind.
Neither of these strategies actually work. If you are a “pleaser”, you’ll never really feel confident in your riding. You’ll suffer from “imposter syndrome”, fearing that any moment now you’re going to be exposed as a fraud. You will develop a unhealthy attachment to your trainer and her approval to keep you going. If you are an “understander”, you will frustrate your trainer until she finally gives up on you because the problem is that she can’t translate what her body knows into words.
From the Instructor’s Perspective
The dilemma the instructor faces is trying to translate physical feelings into words. When she rides, she feels things. She can tell when the horse is going forward, driving from behind instead of pulling himself around on his forehand, seeking the bit, and all the many, many feelings that have become second nature to a well-trained and successful equestrian competitor. It is the difference between what psychologists call “declarative knowledge” and “procedural knowledge”.
The difference between these two is simple: What street do you live on? You retrieved that fact from memory effortlessly. THAT is an example of declarative knowledge—facts that you can readily retrieve from memory.
Now try this: How do you ride a bicycle? You will probably become flooded with sensations that you’ve experienced while riding, sensations that are hard to put into words. You might get flustered and say, “Here, let me get on this bicycle and show you.” Procedural knowledge is “knowing how”, and it is usually easier to show what you know than explain or describe it.
The Solution
Quality instructors and trainers will have acquired an entire “toolbox” of little exercises for their students to do during lessons that make the student feel what the trainer is describing.
Here is a simple one that I use for teaching elastic contact and extensions: I ask the student put the horse into walk or trot. Once the horse is going forward nicely, I ask them to push their hands forward just little bit. This puts a little slack in the reins. If the contact with the bit has been comfortable for the horse, the horse will stretch her nose forward to try to re-establish the same contact with the rider’s hands. When the horse stretches her nose forward, she will also stretch her front legs forward, extending her walk or trot. Then I ask the rider to shorten her reins back to where they were and shift her weight back by rotating her pelvis under and stretching her torso up. That is a half-halt. The horse will raise her back and collect. Practicing this teaches the rider’s body what it feels like to have elastic contact and collection.
You can find Anne Gribbons book here: Collective Remarks
As long as you’re here, check these out!
Equestrian Products That Make Your Riding and Horse Care Easier and Better!
How To Tell Whether You Have A Good Riding Instructor
Training and Riding tips for Everyone
How To Feel More Secure During Lunge Lessons
How To Half Halt Your Horse
What Happens When You Release The Inside Rein
How To Develop Elastic Rein Contact
How to Hold Your Reins For Maximum Feel and Effect
Happy riding!
Copyright Denise Cummins, June 19, 2024
The Thinking Equestrian
The main dilemma that a student faces is figuring out what the trainer is trying to communicate. It’s not as easy as it sounds. How many times have you heard “More leg!” or “Ride forward into the hand!” or “The stirrups are just foot rests!” while believing that you are ALREADY wearing out your leg, riding forward, or letting your feet rest in the stirrups. The problem is that what the trainer is seeing is not what you think you’re already doing.
There are two ways riding students try to resolve this dilemma. Some riders just keep trying things in an effort to please the trainer. When they finally get approval, they sigh in relief, even though they have no idea what it actually was that they did to get that approval. Some riders instead interrogate the trainer, peppering her with questions in an attempt to get her to clarify what exactly she has in mind.
Neither of these strategies actually work. If you are a “pleaser”, you’ll never really feel confident in your riding. You’ll suffer from “imposter syndrome”, fearing that any moment now you’re going to be exposed as a fraud. You will develop a unhealthy attachment to your trainer and her approval to keep you going. If you are an “understander”, you will frustrate your trainer until she finally gives up on you because the problem is that she can’t translate what her body knows into words.
From the Instructor’s Perspective
The dilemma the instructor faces is trying to translate physical feelings into words. When she rides, she feels things. She can tell when the horse is going forward, driving from behind instead of pulling himself around on his forehand, seeking the bit, and all the many, many feelings that have become second nature to a well-trained and successful equestrian competitor. It is the difference between what psychologists call “declarative knowledge” and “procedural knowledge”.
The difference between these two is simple: What street do you live on? You retrieved that fact from memory effortlessly. THAT is an example of declarative knowledge—facts that you can readily retrieve from memory.
Now try this: How do you ride a bicycle? You will probably become flooded with sensations that you’ve experienced while riding, sensations that are hard to put into words. You might get flustered and say, “Here, let me get on this bicycle and show you.” Procedural knowledge is “knowing how”, and it is usually easier to show what you know than explain or describe it.
The Solution
Quality instructors and trainers will have acquired an entire “toolbox” of little exercises for their students to do during lessons that make the student feel what the trainer is describing.
Here is a simple one that I use for teaching elastic contact and extensions: I ask the student put the horse into walk or trot. Once the horse is going forward nicely, I ask them to push their hands forward just little bit. This puts a little slack in the reins. If the contact with the bit has been comfortable for the horse, the horse will stretch her nose forward to try to re-establish the same contact with the rider’s hands. When the horse stretches her nose forward, she will also stretch her front legs forward, extending her walk or trot. Then I ask the rider to shorten her reins back to where they were and shift her weight back by rotating her pelvis under and stretching her torso up. That is a half-halt. The horse will raise her back and collect. Practicing this teaches the rider’s body what it feels like to have elastic contact and collection.
You can find Anne Gribbons book here: Collective Remarks
As long as you’re here, check these out!
Equestrian Products That Make Your Riding and Horse Care Easier and Better!
How To Tell Whether You Have A Good Riding Instructor
Training and Riding tips for Everyone
How To Feel More Secure During Lunge Lessons
How To Half Halt Your Horse
What Happens When You Release The Inside Rein
How To Develop Elastic Rein Contact
How to Hold Your Reins For Maximum Feel and Effect
Happy riding!
Copyright Denise Cummins, June 19, 2024
The Thinking Equestrian
