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Can employers afford not to adopt evidence‐based horse training methods in the workplace?
Can employers afford not to adopt evidence‐based horse training methods in the workplace?
Dr Andrew N McLeanAustralian Equine Behaviour Centre
Equitation Science International
The need for change: human safety
2
• Death rate: 0.5 ‐ 1 per million • Serious accident 1/350 hours
= 20 times more than motorcyclists (Ceroni, 2007)
• Children: highest injury incidence (Hawson et al, 2010)
• 25% of all deaths in sport are horse related (Kiss et al, 2008)
• Children: more likely to suffer head and neck injuries (Hawson et al, 2010)
• Horse behaviour in 61% of accidents (Williams & Ashby, 1995)
The need for change: wastage
DEFINITION: Horses discarded by people –usually to abattoirs
• Ödberg and Bouissou(1999)
• von Butler and Ambruster(1984)
• Ethics & Animal rights
The need for change
Will to Please
Trust
Partnership
Reprimands
Fairness
Respect
Brain: human/horse differences
Humans:• Recall memory: time‐
projection• Context‐generalised• Memory trace: 2‐3 seconds
but DLPFC retrieval systems
Horse:• No DLPFC• Recognition memory• Context‐specific• 2‐3 secondsBlaming horses…!
When training goes wrong: Controllability & Predictability
1. Expt 1 grid electrified = controllable but unpredictable = anxious dogs2. Expt 2 light precedes shock = controllable & predictable = secure, confident 3. Expt 3 light only randomly predicts shock = uncontrollable, unpredictable
= escape, aggression, apathy
Seligman, M.E.P., & Maier, S.F. (1967) Failure to escape traumatic shock. Journal of Experimental Psychology, 74, 1‐9.
Aim: To investigate correlations in behaviour problems with inadequacies in basic responses in‐hand and under‐saddle (Go and Stop).
1. Sometimes incorrect acceleration / deceleration response
2. Delayed / heavy acceleration / deceleration response
3.No self–maintenance of a response from acceleration / deceleration signals
(McLean, 2005)
01020304050607080
In hand Under saddle
Bolt Rear Buck Shy Tense No Immobility Head toss
McLean, 2005
Training Principles That Arise From Learning Theory
• The science of training and horse‐riding• Includes learning theory, ethology &
cognition, biomechanics, psychology & sport science.
• Identifies what can be defined and measured
• Does not deny other aspects yet to be defined and measured
So, we have 10 Principles…..
What is Equitation Science?
1 of 10Train according to the horse’s
ethology and cognition
“Over‐ or underestimating horses’ intelligence has negative welfare implications. Isolation,
restricted locomotion and foraging have welfare implications”
•Ethology: Animal behaviour; Social organisation: resource allocation;
Grazing budget; Attachment; Biomechanics.
Cognition: Mental abilities & limitations, Context‐specific & generalised learning
2 of 10Use learning theory appropriately1. Habituation: becoming accustomed to things (including
desensitisation) 2. Operant conditioning: rewards and consequences
1. Positive reinforcement2. Negative reinforcement3. Positive punishment4. Negative punishment
3. Classical conditioning: Predictable hints & signals
“The use of pressure/discomfort has the potential for serious welfare implications that range from escape, aggression and apathy to
learned helplessness.”
3 of 10Train easy‐to‐discriminate signals
Ensure operantly conditioned responses to establish:
• Up/down gaits• Faster/slower• Longer/shorter• Turning of forelegs• Turning of hindlegs• Head/neck flexions/head carriage
“Blurred and ambivalent signals can lead to confusion, distress and responses that compromise performance and rider safety”
4 of 10Shape responses and movementsTraining should begin by reinforcing basic attempts at a desired behaviour and then gradually increasing approximations toward the target behaviour.
The order of shaping is:• Stimulus control, • Speed control, • Directional control, • Then refinements of the head and neck position, • Then reliability in different environments
“Poor shaping can lead to confusion and responses that compromise performance and rider
safety”
5 of 10Elicit responses one‐at‐a‐time
Ensure individual cues/ signals are separated in time
from each other.
Like words, cues/signals should be separated.
“Clashing cues/signals weaken stimulus control and can lead to confusion and responses that compromise performance and rider safety”
6 of 10Train only one response per signal
All cues/signals should have just one operant response associated with them
“Ambiguous rein and leg signals lead
to confusion and responses that compromise
performance and rider safety”
7 of 10Form consistent habits
The training set‐up: • same contexts • same signals • same part of the horse’s body or After consolidation, locations can be gradually altered.
Ensure transitions are of the same structure and duration each time until consolidation.
“Inconsistent training can lead to dull responses that compromise
performance”
8 of 10Train persistence of responses (self‐carriage)
Train the horse to ‘keep going’ in rhythm, straightness and outline.
Is the bird really trained to sit on your arm?
“The consequences of a lack of self‐carriage range
from dull responses to hyper‐reactive responses
that compromise performance, welfare and
rider safety”
9 of 10
Flight responses have unique characteristics such as resistance to extinction and may reappear spontaneously. • Short term: adrenaline• Long term cortisol.
“Acute stress shows up as problem behaviours (escape, aggression, apathy) Chronic
stress has very serious welfare implications including learned helplessness and can be fatal”
10 of 10Demonstrate minimum levels of
arousal sufficient for training (to ensure the absence of conflict)
Training should be able to show that the horse is at optimal relaxation levels for the task.
Certain levels of arousal, muscle tone and attentiveness are required for successful
learning but when these levels are exceeded, learning and welfare suffer.
“Too much arousal may lead to compromised welfare, which may show up as acute/chronic stress (escape, aggression, apathy)”
10070NAT Diploma of Equitation Science
Enterprise units:The copyright owner of the units of competency/modules developed for inclusion of this course is Equitation Science International Pty Ltd ‐ who owns copyright of the following units.
• ESIHTP501A Develop a sequential horse training plan• ESIHTP502A Train horses in‐hand using the principles of learning• ESIHTP503A Train horses under‐saddle using the principles of learning • ESIHTP504A Develop advanced skills for horse training
Training package units:The following units of competency have been imported from training packages:• HLTAID003 Provide first aid• BSBWHS401 Implement and monitor WHS policies, procedures and programs
to meet legislative requirements• BSBRSK401 Identify risk and apply risk management processes • TAEDEL301A Provide work skill instruction• SISOEQO414A Instruct horse riding and handling skills
www.esi‐education.com
Thank you
Equitation Science InternationalDiploma in Equitation Science