Dressage Instructing Competency

USDF developed a certification program to provide a training standard for dressage. Dorie Vlatten Schmitz organized and hosted the second of three workshops February 24-25. USDF Certified Instructor Faculty Sarah Geikie was the workshop instructor for the weekend, and USEF S Dressage Judge Dolly Hannon was assisting.

The teaching workshop was an educational experience for participants and auditors. The eight participants learned, even while teaching their assigned lessons, to improve teaching strategies and how to identify and address the root of the training road blocks. The participants also had to demonstrate their abilities to develop and execute a lesson plan.

Top 5 takeaways from the weekend:

• Read the books from the USDF recommended reading list.

The reading list includes: USDF Teaching Manual; “Teaching Safe Horsemanship,” by Jan Dawson, “Teaching Exercises,” by Major Anders Lindgren; “Training with Kyra Kyrklund,” by Kyra Kyrklund, “The Rider’s Seat and Balance Dressage Formula Volume 2” video by Erik Herbermann (and more).

Sarah Geikie made additional references to the book “Inside Your Ride,” by Tonya Johnston. She spoke highly of Denny Emerson and also about Karl Mikolka’s articles as a great reference for the timing of the aids.

• An instructor must evaluate the horse and the rider. Most instructors only do one or the other.

An instructor must check the rider’s core strength and stability, as well as the rider’s alignment. The instructor must place themselves outside the arena at times to see how crooked the rider may be. It was regularly demonstrated at the workshop that correct observations did not occur when the instructor was in the center of the arena or the circle. Check if the rider’s legs are on or off. Is the rider rocking in the canter? If so, is it from locked hips or unstable shoulders? Are the rider’s aids blocking or being used at the right time? Are the aids light, or is the rider “begging”? Are the reins too long? Does the rider look where he or she is going? Developing feel only comes from a rider’s supple, independent seat and when the rider has a positive influence on the horse with correct timing of the aids.

In addition, the instructor needs to be able to help the rider improve the horse’s gaits, and achieve relaxation/suppleness and connection. All elements of the pyramid of training are appropriate to the degree the horse and rider are able.

• Teaching Methodology

Each lesson needs to address the what, why and how. The questions are molded into an assessment cycle that includes observe, analyze, plan and implement with a cycle repeating as necessary.

What? Is the observation assessment. The instructor must observe the horse and rider and access what they see. The instructor should ask questions to determine the rider’s level of knowledge and perspective.

Why? Is the analysis assessment. Compare this with the “What” phase to see if what was observed is ideal. Categorize the areas of strength and weakness.

How? Is the plan assessment. Determine what exercises will address the areas of weakness and what directions you need to give to build on areas of strength. Know what techniques will need to be used. Only focus on a few issues. Don’t try to fix everything at once. The plan needs to instill confidence in the rider and horse.

As the instructor implements the What, Why and How, it’s also important to communicate to the rider and execute the plan. Then the instructor should ask questions to make sure the plan is working.

• The Instructor’s Vocabulary & Tone

Be specific with what is verbalized. Avoid saying “when you are ready.” It is better to say “prepare for a transition at V (or between E&V).” Use the arena letters for verbal direction. An instructor needs to use their voice to help the rider understand how the horse must go. Slow the voice down for a tense horse. Quicken the voice for more activity. Never be monotonous. Don’t say “try.” Do things, don’t try to do things. It is very important to make sure the rider understands what is being asked. Walk breaks are a great time for a check-in. Instructors should not speak so much that the rider doesn’t have time to think.

• Spend more time combining and linking patterns

Sarah and Dolly encouraged every participant to combine and link patterns to help improve the horse and challenge the rider. A few combinations presented were, for example, asked on the same long side, canter, transition to a trot, go in shoulder-fore and then nose-to-wall leg yield. In addition, one was turn on the forehand, trot, lengthen trot on a 20 meter circle and then change direction. Another one suggested was turn on the forehand, walk, halt, and leg yield at the walk. Use the arena, and use the dressage patterns.

This workshop was about demonstrating basic competency to instruct a rider to improve a horse through articulating the lesson plan and recapping the results using correct dressage vocabulary. Sarah communicated to the participants while they were instructing what she felt the core issues were that needed to be addressed, and she offered exercises to support her assessment.

The workshop absolutely would not have been possible without the eight horses and riders who allowed the participants to instruct them. Appreciation cannot be expressed strongly enough.