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Dr. Ruth Sobeck , Tiffany Chiu, and Sheri Hastings. Photo by Tenara Blood
and Drums, in particular, helped her horse
carry itself more in balance, as the two of
them began to dance together more
harmoniously. The horse stopped
dropping its shoulders in the turns, and the
rider learned to focus more on guiding her
horse through the movements in ways that
encouraged that balance.
Two of the participants learned their first-
ever dressage patterns over the weekend,
successfully performing all the
movements in the right place and at the
right time... truly a victory!
Reflecting on the relationship between the
obstacle work and the dressage test,one of
the new riders shared her revelation, “This
turn outside the pen, that’s basically that
‘bow-tie’ movement we did in the dressage
test, and the bell corridor is asking us to do
the same thing we did when we halted at
‘C’ and then demonstrated rein back. I can
totally see how perfecting our ability to
open and close the gate will translate to
being able to maneuver my horse around
tight places on a trail ride!”
I found myself smiling at her as I nodded
agreement. “Yes, Working Equitation really
does have real-world application, and the
skills we look for in one trial really do come
up again in the others.”
At this particular clinic, we focused on the
obstacles to begin with on Saturday, with
small groups working their way through
ten or so obstacles over the course of two
hours. We then devoted two hours in the
evening to learning the introductory dressage test all together. I started off coaching each rider through the first two movements, then taught the next four movements and had the group ride the test from the start once more, one after another. Because of the way that the dressage movements tend to repeat a bit—what you do on one side ends up being ridden again on the other side of the court—I was able to teach the remaining seven movements in one chunk. Thus, on their third time in the dressage court, each rider rode all the movements in the Introductory Dressage test in the correct sequence. By the time the last clinic rider made her final salute, all participants had the test memorized.
The second day of the clinic was structured as a schooling show. Each of the participants rode their dressage test in the morning, and I was delighted to see that the pattern remained etched in their memories. Horses and riders moved seamlessly through the movements that just 14 hours before had seemed insurmountable to several of them. As a group, we set up the obstacles and did a course walk prior to lunch. To help reinforce the learning from the day before, I asked different clinic participants to demonstrate each obstacle as we walked,complete with a verbal explanation of the technical aspects the judge would be looking for and hints for improving the quality of their performance. If the person providing the explanation faltered, other members of the group chimed in,personally embracing one of the philosophies of the sport—that riders help and support one another in the journey.
After lunch, each participant first completed the obstacles as an Ease of Handling ride, while I filled out a score sheet so they would have something to take with them to guide their future practice. After a short break to let their horse recover, they then rode the same course, but this time we timed it. I explained to the participants that normally they would not do the Speed trial if they were riding at the Introductory level, but that I wanted them to get a feel for how they could still maintain a quiet, soft ride with their horse yet shave precious seconds off their time by selecting course lines with the speed test in mind.
As each horse/rider pair waltzed through the Ease of Handling course and then picked up the pace slightly to boogie in Speed, all in attendance saw firsthand how much horses and riders alike came alive and seemed to enjoy adding a little “zip” to their obstacle performance, all the while maintaining quietness and relaxation in the obstacles themselves.
Lots of laughter, big smiles, and bright-eyed horses filled the arena as—once again—a pony turned in the fastest time of the day, underscoring the truism that extra agility and the ability to maneuver well in tight spaces often comes with smaller stature.
I truly do love teaching these introductory clinics because it is so gratifying to see people become more attuned to their horses and horses more willing to listen to and trust their riders. Equally gratifying, though, are the opportunities such events provide for people to support one another, to cheer each other on, and to willingly accept the challenge of becoming more aware of how their attitude, posture, focus, and ‘self-talk’ can either bolster or degrade their ability to achieve their goals.
Although many equine activities provide similar opportunities for such growth, in my fifty years with horses and horse people, I have yet to find anything else that so consistently fosters strong improvement in horsemanship while simultaneously helping people become kinder and more supportive of one another. No wonder Working Equitation is catching on so quickly across North America!
hours. We then devoted two
hours in the evening to
learning the introductory
dressage test all together. I
started off coaching each
rider through the first two
movements, then taught the
next four movements and
had the group ride the test
from the start once more, one
after another. Because of the
way that the dressage
movements tend to repeat a
bit—what you do on one side
ends up being ridden again
on the other side of the court
—I was able to teach the
remaining seven movements
in one chunk. Thus, on their
third time in the dressage
court, each rider rode all the
movements in the
Introductory Dressage test in
the correct sequence. By the
time the last clinic rider made
her final salute, all
participants had the test
memorized.
The second day of the clinic
was structured as a schooling
show. Each of the
participants rode their
dressage test in the morning,
and I was delighted to see
that the pattern remained
etched in their memories.
Horses and riders moved
seamlessly through the
movements that just 14
hours before had seemed
insurmountable to several of
them. As a group, we set up
the obstacles and did a
course walk prior to lunch. To
help reinforce the learning
from the day before, I asked
different clinic participants
to demonstrate each
obstacle as we
walked,complete with a
verbal explanation of the
technical aspects the judge
would be looking for and
hints for improving the
quality of their performance.
If the person providing the
explanation faltered, other
members of the group
chimed in,personally
embracing one of the
philosophies of the sport—