If you happened to see a large group of people in the stands or bleachers during the ADA Fall Fiesta horse show, that could have been the fantastic group of dressage judge apprentices with their fearless leader, USEF “S” dressage judge Joan Darnell. The apprentices were: Ruth Shirkey, Sharron Sarchet, Marie Maloney, Nicole Chastain, Patty Mayer and Michell Combs.

Organizing a USEF-approved group apprenticeship takes a lot of work, but nothing would have been possible without the support of the show manager and the ADA board.

Thank you to Jay Chabucos, Kathy Smith, Sue Plasman and the show management team, as well as the ADA show committee, for allowing the six dressage judge apprentices to be at the show. Our goal was to learn and to judge as many classes as possible without any interruption to the show.

Thank you so much to the people who helped me obtain volunteers, and thanks to Lara Bowles, Racie Evans, Betty Drake, Barbara Duzan, Kim (Kolstad) Berley, Erika Reyes, Joan Gasperak, Meghan Cassidy and Cheryl Prather. Special thank you to Ellie Stine-Masek, who contributed to our oral judging session.

Of course, there is no show without our amazing horses and riders that make these shows possible. We enjoyed seeing and evaluating a great variety of breeds and levels of training. After judging classes, we scored the tests, placed the classes from our scores, and discussed what we did compared with Joan. There are always great discussions and learning that come out of these sessions.

Some words-of-wisdom from Joan are:

• The side judge should be the geometry police.
• From the side, evaluate a leg yield or shoulder-in for stride length, tempo, and connection.
• Wait to give your score on a walk until you see the transition (for example from the free walk to the medium walk).
• Ask yourself: how did the horse go (impulsion), and how did the horse come back (submission)?
• Have a clear and specific methodology for movements like turn-on-the-haunches and simple changes.
• Use words the rider will understand.
• In your further remarks, consider what can you write that is both encouraging and the most helpful information the rider should understand.
• Make sure the scribe writes extra words like must, should, lacks, could, a little, very, etc. because these become part of the reason for the score.
• Be clear and tactful with word choices for rhythm issues, balance issues, soundness issues, and tension.
• Be cognizant of the people around you, including volunteers, who may know the horses and riders you are judging.
• Be respectful of all horses and riders at all times.

Thanks to The Dressage Foundation and the Shannon Foundation Fund for Judges’ Licensing, I was able to attend Part 1 of the USEF ‘r’ Dressage Judge Training Program August 17-19, 2018, in Saugerties, New York. The program was hosted by NEDA, coordinated by the amazing Sally Davenport and supported by her extraordinary volunteers. The instructor for the program was FEI 4* dressage judge Sarah Geikie.

The flight in from Phoenix to Albany was challenging. The original route was though Chicago, which was experiencing bad weather. The flight was delayed and then changed. I was happy make it to Albany and arrived three hours later than expected. Fellow candidate Missy Gilliland coordinated the Airbnb and rental car so we were all set.

On Friday, Sarah Geikie worked with the nine candidates to thoroughly study the candidate’s notebook, reviewing USEF rules, the basics of dressage methodology and the scale of training. In addition, we watched videos analyzing various qualities of walk, trot and canter and then specific dressage test movements. All of us attended the group dinner at a restaurant by the Hudson Friday night.

Saturday was quite adventurous. All the candidates had an experienced, wonderful scribe to assist us. We made it through the training level oral and actual test judging. Then the rain started by the time we were ready to begin second level. After judging two tests, the downpour was so intense that we ran for cover. The show had to be cancelled the rest of the day due to severe weather and flooding so our group went back to the host hotel, where we finished judging second level rides from videos. Then Sarah spent time reviewing the tests as we judged them compared to how she judged them. We had discussions about the tests and overall placements. Our group bonded over the experience. Many of us went out for dinner and dessert afterwards. With the excessive rain and lightning, I admit that night I was singing “raindrops on roses” from “The Sound of Music!”

Sunday was back to normal. Thanks to the great footing at HITS-on-the-Hudson, the show was back up and running at 8:00 a.m.  Our group completed first level oral and actual test judging and then reviewed our tests with Sarah’s tests and reviewed our overall placings. After lunch we met as a group and then individually with Sarah to see how we were doing and what we needed to improve upon.

Some specific things we learned over the training were:

A. Look at the big picture; don’t just judge the mistakes. Look at the whole horse—the attitude and confidence. A judge must be able to see the overall picture.

B. Have a clear expectation for the gaits.

WALK – Purposeful

TROT – Swing

CANTER – Jump

C. Understand the difference between impulsion and submission.

Can’t do it – impulsion issue

Won’t do it – submission issue

D. Ask yourself, “How would I ride the horse?” Work on suppleness? Work on energy?

E. Make sure the first-place horse is the one with the best quality and the best training.

F. Don’t say “needs,” say “work for improved ___________” or “develop more ________________.”

Sarah believes it’s important to be very specific in the comments and let the rider know what they can do to improve the movements and the overall test.

It was an intensive and adventurous weekend. I believe the dressage community has nine wonderful candidates to be the next generation of dressage judges and further the sport.

In order to become a USEF licensed judge, a candidate, such as myself, has to meet many requirements, including apprentice judging. Recently I scheduled an apprentice judging assignment for Western Dressage at the Colorado Horse Park in Parker, Colorado. Travelling requires a lot of organizing for flights, car rental, hotel and having all the apprentice/judging paperwork and ”stuff.” Since I’m not from Colorado, I also needed assistance from the horse community to have a volunteer scribe. After communicating with show management staff, I realized I’d also be required to bring a second volunteer to help in the show office.

I contacted Bev Clemens, president of WDACO, and Gwen Ka’awaloa, president of RMDS, to help me find available volunteers. They each found me an AMAZING volunteer. I had Becky Schooff to help in the show office and Mary Jo Hoepner as my scribe.  Mary Jo’s scribe experience is well known, and after the first test Mary Jo was asked to become the “C” judge scribe.

The show manager was appreciative that Becky and Mary Jo were on hand, and I was able to do my apprentice work without any interference to the show. Not only that, but I had the best volunteers! They are both such nice, friendly, effective and conscientious women—it was truly a dream team.

If anyone ever has an opportunity to assist an apprentice judge, please consider it. Nothing ever happens in the horse show environment without volunteers. When Becky and Mary Jo agreed to assist me, it was a huge weight off my shoulders. I know that having Becky and Mary Jo on my team allowed me to prove myself to be the best judge possible.

USDF developed a certification program to provide a training standard for dressage. The three sections for testing are riding, teaching and lunging. Dorie Vlatten Schmitz organized and hosted the third of three workshops March 24-25. USDF Certified Instructor and USEF “R” Dressage Judge Bill McMullin taught the workshop.

The lunging workshop was an eye-opening, educational experience for participants and auditors. Participants learned how to correctly use lunging equipment and practiced high safety standards, as well as lunged to improve a horse’s balance and connection. Then the participants taught a lunge seat lesson to a rider. The participants had to demonstrate the ability to develop, verbalize and execute a lunge seat lesson plan. The horses provided to the participants ranged from very young and inexperienced to older schoolmasters.

Participants were required to wear polished riding boots without spurs, a safety helmet and have a lunge whip in good repair long enough to touch a horse at 15 meters, clean leather side reins with a donut, a cotton lunge line in good repair, a clean leather lunge cavesson or leather buckle to secure the noseband with the bit, and a saddle sit/safety/grab strap. As we learned in all three workshops, a wristwatch was required so we didn’t surpass our allotted time. Only three methods of connecting a horse to the lunge line were permitted, and the methods can be viewed on eTrack in the in-depth studies under lungeing (I spell it lunging, without the e, for the purposes of this article). All participants were required to ask the lunge seat riders if they had any injuries or fears that might limit movement.

Top 5 takeaways from the weekend:

• The goal of lunging a horse is to

1. Improve communication between trainer and horse

2. Improve condition and muscle tone

3. Improve development of the topline

4. Improve balance, resulting in better quality gaits

5. Improve lateral and longitudinal suppleness

• The Assessment Cycle for Lunging the Horse

Observe

Observe the horse, paying close attention to the balance, rhythm, relaxation and connection.

Analyze

Compare what you observed to the ideal characteristics. Compare strengths and weaknesses.

Plan

What techniques and equipment will the trainer need to use? Focus on only a few faults so the plan can instill confidence.

Implement

Carry out the exercises on the lunge line and make adjustments as necessary. Never be afraid to make adjustments!

• Techniques for lunging the horse:

1. Adjusting the stride length

2. Transitions

3. Spiraling in and out on a circle

USDF recommends that the horse change direction every 5-7 minutes using the two approved methods –a half-turn on the forehand or a change though circle. The horse must stand sideways in the halt and wait for the trainer to approach. The trainer must adjust side reins as necessary for better connection. It might need to begin a little longer and then be adjusted shorter later. It was emphasized that the circle size is important. 15 meters is standard for a lunge circle. The participants were warned not to keep the horse on a small circle in the spiral very long. It is physically exhausting and can cause strain.

The trainer must utilize the V aids with the lunge line and whip. Elbows in and pivot off one heel. Most participants needed some tweaking to keep the V with the lunge line and whip organized.

It is also important for the trainer not to keep the horse connected to the side reins when not actually lunging.

• Participant’s learning objectives for the seat lesson:

1. Apply the correct use and fit of appropriate lunging equipment

2. Demonstrate correct and safe technique in lunging the horse and rider

3. Understand the correct rider position with emphasis on the rider’s alignment and balance

4. Assess the rider’s position (we must see the rider in posting and sitting trot for this)

5. Implement a seat lesson, teaching techniques and methodology for the rider

• Assessment Cycle for the Seat Lesson

Observe

Observe the rider in the halt, walk, trot and canter (canter only if appropriate). Take note of the rider’s strengths and weaknesses in his or her alignment and balance.

Analyze

Discover where the rider’s weaknesses are originating and discuss the observations and analysis with the rider

Plan

What exercises will be used to address the areas of weaknesses? Focus on only a few faults so the plan can instill confidence. Adjust the plan as necessary.

Implement

Carry out the exercises determined in the plan phase. Explain the exercises in the walk or halt and provide the rider reasons behind why those exercises were chosen and how it helps the rider. Always remember to check in with the rider to give and receive feedback.

The workshop would not have been possible without the horses and riders who allowed the participants to instruct them. Dorie scheduled a pre-certification workshop in October 2018 so anyone interested in preparing for the USDF Instructor Certification testing should apply. There will be no auditors for the pre-certification workshop.

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.