Observing Horse Behavior

To acquire knowledge, one must study; but to acquire wisdom, one must observe. ¾Vos Savant

Overview There are several aspects about working with horses that are rarely discussed in most horse training literature. Despite over a half century of material written explaining how animal behave little is reflected in equine books, journals, and magazines. Traditionally most literature is based on personal experience, without taking into consideration other information from other resources. Almost exclusively equestrians rely on their own experiences and seek little outside information, especially if it doesn’t fit into the context of what they already know. It is a researched fact that most people make decisions based not on substantial evidence but by personal experience or as an informal “seat of the pants” strategy or approach that works for some of the time (Ashcraft,1994, p. 541).

Because it is a fact that judgments often aren’t made on facts but because of personal knowledge, an effort must be make decisions about horse training on a cause effect relationship. To effectively observe horse behavior we must look at the actions of horses without human personification and ignore some of the biases that have been learned about how we view horse behavior. In other words for training purposes we must see horses as uniquely horses with behavior that is desirable or undesirable. Simple.

Well-intentioned literature often repeats horse training behavior inaccuracies. The type of statements that are used to describe horses and what to do about their behavior doesn’t either identify the specific problem or the way to purposely change the behavior The following are a few examples:

1. Quote from a magazine: Some bad manners may be evidence of the horse’s disrespect for his handler’s leadership role”.

2. Quote from a magazine: “ My horse doesn’t seems to have respect for my personal space”. Answer: Horses crowd their handlers because they are insecure…”

3. Quote from a magazine: “Either they [horses] don’t know any better or they know all too well how they can get away with obnoxious behavior”.

4. Quote from a magazine: “If a horse starts crowding you, go into a jumping jack mode”.

Unfortunately these are the common statements made about horse behavior and the training. The statements run the gamut from applying organizational business behavior concerning “leadership roles”, “ obnoxious behavior”, “lack of respect”, and funny but potentially dangerous statements about performing “jumping jacks”. All these statements are trying to describe the specific behavior of having a horse stand quietly on cue. By observing horse behavior the trainer starts to think in specific observable behavior rather than generalities and a smorgasbord of action for the horse to perform. Do you think the trainers of famous horse stars like Trigger, Silver, the Black Stallion, and Zorro’s horse were trained with “leadership roles”, “lack of respect”, or “jumping jacks”. No, they were taught with science’s best-kept secret, behavior modification and operant conditioning.

How to Create a Plan

By observing behavior, the trainer makes decisions about actions of the horse. Based on those observed actions the trainer makes decisions about what actions or behavior are desired. So instead of the useless type of statements that doesn’t describe observable behavior, the trainer observes that the horse moves around and makes a plan to encourage standing quietly.

Observation: Horse moves around erratically

Plan: Encourage/Reinforce standing quietly

In my book I state that a good teacher walks into the classroom with a lesson plan of specific skills to be taught (Review Chapter 2 Setting Goals and Objectives p. 15). Likewise a good trainer approaches teaching the horse with specific behavior goals and a plan to teach specific behavior. The following is an example of how to teach the behavior of standing quietly.

First- Describe the Desired Behavior

The first step is to describe one easy behavior for the horse to perform. We want the horse to stand quietly

Second- Decide on an Easy Cue

This is a sight, sound, or combination (I use hand signals and sounds together because I want to use them for the transition into the saddle) that the horse learns and signals that the behavior of standing quietly should be performed. In addition I want cues that don’t depend on gadgets; everything you need should be with you. The point is that anything that is reasonable for the horse and convenient for the trainer may be used. There isn’t one perfect cue.

Third – Give the Cue for the Behavior

The following pictures show how I developed the cue to stand quietly with the now 3+-year-old Russian stallion Firefox. Be aware that this is only one example and any reasonable understood cue, with one behavior may be trained. I’ve used this example because this sequence has many uses, especially with youngsters. The picture sequence demonstrates some of the uses. The establishing and the choice of the cue are important so that it can be used from ground to saddle.

Here is the youngest Trakehner colt Firestar, just 4 months old

This is when I first started to teach Firefox to stand quietly with a hand and sound cue

The cue became so strong I could free longe Firefox and he would stand at attention with the hand and sound cue

The sound cue then was used to have Firefox to stand perfectly quiet with no pulling on reins. Using the cues, I was able to easily mount and dismount for the first time.

Fourth-The primary reward/ reinforcement is delivered immediately upon the behavior

A primary reward /reinforcement of food is used because of the strong increase in behavior that is created. Primary reinforcers are so strong when delivered precisely with behavior, that when sequentially practiced they will resist extinction.

Fifth: After the behavior is established, the “bridge” “stand-in” or secondary reward/reinforcer is taught (review Schedules of Reinforcement, p. 31)

The only way a symbolic “stand in” reward such as a pat, snap, click, or saying words means anything to the horse is when it has been taught by pairing it with food. Briefly this means that after the behavior is 100% performed on the cue the trainer begins to reward on a random schedule. This means sometimes the food and the “pat” is given together and other times just the pat. This is like a casino; you keep playing because the payoff is random, you never know when the machine will pay off.

“Smetterling- Butterfly” black Trakehner gelding.

After Thoughts….

But my horse will learn to bite……

If the horse is rewarded for any inappropriate behavior with food, that behavior will increase. The method described was used to stop inappropriate behavior (Review the April article about “ Teaching Incompatible Behavior).

This photo demonstrates that the stallion Firefox will not make any moves toward me even when shown the reward- in fact he tries harder to perform the behavior. Interestingly if my horses try to what is commonly call “begging” they look with their eyes and stand in a quiet pose. The reason is the consistent reinforcing of correct behavior.

Below are two pictures: a stallion of the world famous “Spanish Riding School” and a thoroughbred both trained by the late Podhajsky. I rest my case about the “myth of biting” and the power of reinforced cues, even with stallions (Podhajsky, 1968, photos between pages 108-109)

Stallion Maestoso Mercurio gets sugar Thoroughbred….“Teja comes to his master”

Horse stories……

An acquaintance that runs a riding establishment and had one of the riders separate from a horse while jumping and the rider wasn’t hurt. The horse however had the saddle slip underneath and proceeded to run around frantically for an hour nearly hurting himself and others. If you read the “Teaching Your Horse a Safety Cue” you’ll remember that the very young stallion Firefox had the saddle slip in one of his first longe lessons. After running frantically for a few strides, I raised my hand and gave the sound cue. I thought that it might not work under this duress but to my surprise he immediately came to a halt and stood while we removed the saddle. I was pleased when this worked for the two buddies, Pavie and “Butterfly” when they got free and were running around the farm together. I teach “the cue” to every horse starting about 3 months. Cues taught with the procedures of behavior modification become extremely permanent.

Another horse story from Podhajsky…….

The following is about another thoroughbred, Bengali that was trained by Podhajsky. While on a cross-country ride Bengali unseated his rider with a buck jump and began cantering off. Being at a great distance and not desiring the long walk home he yelled as loud as he could. Immediately upon hearing the sound of Podhajsky’s voice the great thoroughbred turned and returned to his rider on cue (Podhajsky, 1967, p. 111).

You may enjoy reading more books written by Podhajsky. He is one of the few writers who understood the relationship of training horses and the correct use of rewards. Even though his explanations are directed to specifics of dressage, he makes frequent reference to the reinforcement of specific horse behavior.

References

Ashcroft, M. H., 1994. Human memory and cognition. Harper Collins College Publishers New York: NY

Dammier, P. (2000), Behavior modification for horses: A positive method for training horses.

Podhajsky, A. , 1967, My horses, my teachers. Doubleday and Company, Inc Garden City: NY