| Every now and then it pays to be reminded of basic | | | | sense. We own a dog and I know from training him |
| principles and I got a reminder of this from an | | | | that confusing or difficult instructions do not work. |
| unexpected source a couple of days ago. I found | | | | The same applies to people. The simpler the |
| myself reading an article giving tips in horse training | | | | instructions and information we supply the easier it is |
| techniques. The article caught my eye because some | | | | for them to learn. |
| of the tips could equally apply to the way in which | | | | 4. Use positive and negative reinforcement during |
| we train people. | | | | training |
| I am not for one moment suggesting that horses | | | | Feedback is important and it needs to be well |
| and people are the same but that we can sometimes | | | | balanced. If all of our feedback is negative we cannot |
| learn from the way in which other professionals | | | | be surprised if the people we are training lose heart. |
| work. There were six main ideas that I liked because | | | | At the same time feedback that is 100% positive is |
| they reminded me of the importance of treating | | | | no use unless justified. |
| participants in the right way in the training room. I | | | | 5. Recognize when the horse is trying to make a |
| thought that I would share these with you whilst at | | | | correct response and give small rewards. |
| the same time giving my take on how these | | | | I'm not suggesting that we give a lump of sugar to |
| techniques might also apply to people. | | | | people when they are doing well. But well placed |
| 1. Warm the horse up both physically and mentally | | | | words of encouragement can be their own reward |
| before starting. | | | | (e.g. Well done. You've almost got it). Anyone who is |
| Anyone used to training people will be aware of the | | | | used to training others will be well aware of this. |
| importance of icebreakers and energisers. It seems | | | | 6. Know the lesson you are trying to teach and be |
| that trying to go straight into a difficult training | | | | persistent with that lesson. |
| session without an initial warm up is not productive | | | | This comes back to knowing the purpose of your |
| for humans or for horses. | | | | training and making sure that everything you do is |
| 2. Plan your training sessions carefully. | | | | aimed at meeting that purpose. If both trainer and |
| This is common sense whether training people or | | | | trainee are clear about lesson objectives and are |
| animals. It is also important to have a back-up plan in | | | | persistent in meeting those objectives then success |
| case your approach does not work on the day. We | | | | can almost be assured. |
| all have off days and we all learn in different ways, | | | | Of course, horses are not people. However, |
| so we need a plan that caters for this. | | | | consistently applying these simple ideas must surely |
| 3. Give simple cues. | | | | apply to training in just about any context. |
| Keeping cues and instructions simple makes perfect | | | | |