1 Year Of Riding Lessons: 7 Things I Noticed
Since quitting corporate and coaching within the business full time, I have noticed so many things that I woudln’t have understood or seen unless I was teaching regularly. It’s been eye-opening spending so much time with the horses and students, and as a prolific observer and ‘data-collector’ I have been journaling after each week, the progress within the lessons.
Let’s be real. Why on earth would you take up horse riding? Or choose it for your child?
Firstly, it’s bloody expensive. It must be one of the most expensive recreational activities out there, especially as an extra-curricular activity. As both a parent, and the owner of a riding school, I can of course see the outlay and the expenses, and let’s just say NO ONE is in this business for the financial reward!
Secondly, it’s not for the faint hearted. You come here to Belmont, rain or shine, and spend 45 minutes trying to speak the same language as a 500kg animal.
Lastly, it’s highly addictive, and once someone in your family partakes in this sport, they won’t shut up about it.
R.I.P non-horsey dinner conversation.
And yet….
There are some truly magical things I have witnessed among our students, who have chosen this as their obsession.
7 words keep coming up in my journal; 7 things that I am noticing improve and adjust in our students from spending time with horses and having regular coaching.
RESILIENCE.
The comparison after 1 year in a student’s resilience is astronomical. They literally practice ‘getting back on the horse.’ There’s a phrase in equestrian sport; ‘Horses are great levelers’ and there has been no more true statement. It’ll be two steps forward one step back, always, no matter your level. This is something our students need to accept each time they get on the horse and ride the horse they have today, to the best of their ability, fully aware that it may not go to plan, and they may not get the ride they dreamt about all week.
2. DISCIPLINE.
So much of being an equestrian is showing up, and being disciplined with the little things. Showing up each week, remembering gear, remembering corrections from their previous lesson, running up stirrups, letting down girths, offering water…. All of this adds up and creates a blueprint for all levels. I have noticed this improve greatly in students as they become more familiar with the processes at Belmont, and many stduents have become a lot more mature practicing these rituals.
3. CONFIDENCE.
The more I work within the business, the more I see confidence building as a signature super power within our method. Our unicorns are not push-button, but are extremely forgiving. THEY are the teachers. THEY are often the coaches. They instill confidence in our students in so many ways, whether it’s Monkey slowing right down for a student that’s had a big fall somewhere else, or Bruce telling you he’s your ride or die going into a double. Or Levi giving you the cuddle you’ve needed all week. Feeling it all finally come together as you ride Monty, the horse moving balanced and correct with your guidance. Our unicorns are saints. Confidence is a muscle; it improves over time as you gradually put yourself in situations where you feel safe, and our unicorns take the lead on this, and we just facilitate and encourage.
4. OBSERVENT.
I watched a private student of mine last term with her horse in the arena - I sat on the mounting block so unbelievably proud. She brought her horse in, and watched him. She let him out onto the lunge line, observed his eye, his movement. Then she took a breath, a pause. And then she delivered what the horse needed, based on her observations. Being observant takes patience, and for teenagers in particular, it’s no easy feat to shelve your ego, your big plan or aspirations for the good of your horse, and slow down. This skill has been one of the most significant impacts I believe I have had on students (and their horses) this year.
5. CURIOUS.
Watching students become deeply obsessed and hungry for information has been prevalent this year. My adult students in particular have become more curious about the psychology, the mechanics and the management of horses. This has been very cool to witness (and spoken to my mad scientist vibes!!). It’s always a great learning environment when people are asking me questions, whether it’s mid lesson or via my DMs. You will never stop learning as an equestrian, so embrace this, and be a sponge.
6. MOTIVATED.
The development of genuine motivation in several students this year has been special to watch. Of course, motivation is fluid. It goes up and down, up and down. I have noticed the goal posts change for many students. They come to us wanting to jump 1.20, and then at some point, there is a shift. They head off on a new path, where the relationship with the horse is the motivation. They become motivated to be a leader, a reliable team mate, and this seems to align with more students that come to us. Students have become more motivated by this concept, as they have finally found a version of success that doesn’t involve them comparing themself to others.
7. ACCOUNTABLE.
There’s a lot to be said for someone being able to go ‘that was on me, and that’s ok.’ Both Holly and I have become who we are with horses today partly because of mistakes we have made in the past. Students taking accountability for their actions in their lessons has become a vital part of their development. For example, the horse falls in as they approach the corner, and instead of reprimanding the horse with the whip on the shoulder, the student will approach the next corner
with more inside leg. It’s not just the ability to learn from the mistakes, but the emotional maturity to be ok with making them. Reprimanding the horse for your own incompetence or lack of clarity is poor horsemanship. Whilst this statement might have offended a rider at first, now I see them preach it, take responsibility for their actions, and commit to getting better. I’d call that a great workplace environment for our horses.
Thanks for reading…
Jen xx
