Beyond Cue-Response Training : Musings of an Equine Explorer Feb 2020
This last year has brought me into a deeper stage of learning and self-development in coaching horsemanship. A huge shake-up of my own physicality and my natural intrigue in the complexity of communication and relationships has encouraged me to explore horsemanship further from more perspectives that I might ever have done. These continually transform my thoughts and processes. I have come to understand that not only do I love the feeling of a new perspective but that curiosity and playfulness are known to be key factors in developing better skill levels and driving intrinsic motivation to learn and improve.
I am always open to different ways to study, examine and notice what can effect change in the smallest possible way in a sentient being. Years ago I became aware that equestrian trainers tended to focus on either horse development or human development. Then I noticed further specialisms that can easily be separated into mental, emotional and physical approaches for either horse or human. These are further broken down into the academic styles from science, social science, psychology, neuroscience, somatics, quantum physics, trauma informed therapy and the much more individual touchy feely, yet still effective, arty styles.
As I explore the many approaches, I am deeply aware that I also search for what connects such varied, sometimes extreme, often opposing, perspectives rather than just what makes them different. I know, in my heart, that whoever I study, they always seek what is best for the horse. This intrinsically means that there will be something valuable to learn from everything. The challenge, for me, is deciphering not just works for me but, as a coach, what might work for any combination of horse/human that comes before me.
Of course, knowing what works for others isn’t really up to me either. We all need good enough self-awareness to be able to accept or dismiss an exercise or a concept being offered by a trainer, author or even a youtube clip. I realised years ago that I wanted to help students become more in tune, so that they trusted their own intuition more. My background in drama work and sociodrama has always affirmed my preference for students taking responsibility for their own learning, a stance not often encouraged in the equine world. My ongoing exploration of different forms of somatic practice reinforce my preference for developing autonomy in both students and horses. Curiosity, playfulness, creativity, and exploration in self-reflective movement is one of the most effective ways of improving skills and hugely support any neuromuscular repatterning. On a practical level, these increase awareness of muscular tension and asymmetry and improve our ability to release and increase tension throughout the body. Somatic practices also enhance the proprioception system, the tactile system and biofeedback loops which, in turn, improve skills acquisition. On a deeper level they increase motivation, self-belief, trust in one’s own intuition, awareness of and better responses to one’s own nervous system, a feel for what emotions you may be carrying, where emotions can be held and released somatically, and a way of being present and in the flow state. I am now aware I underestimated how much we can develop self-awareness and internal sensitivity, especially physically. My own rehabilitation took me into this totally different realm of learning and exploration which I am eternally grateful for.
Sometimes I wish I’d been the client that miraculously healed in a handful of sessions but I remind myself that the rather long winded route through eastern and many varied western movement practices has given me a much deeper appreciation for their commonalities, a plethora of ideas for students and a clear reminder there are as many paths as there are people. And so the Art of Feel concepts came into being. These suit me because I don’t feel the need to create a method or a system. Instead, my aim is to enhance any form of horsemanship discipline or style and most importantly encourage and develop student autonomy.
Our ability to listen to ourselves with more clarity and sensitivity transforms our ability to feel of and for the horses. As my own sensitivity and awareness develops, my horsemanship becomes far more subtle and intuitive. I find myself creating and exploring different intentions and movements in myself as the horse offers information through feel which in turn, helps the horse release brace, emotion and trauma in horses. For example, my favourite, which is so simple, but has such immediate results, is that I am quick to notice when I start to hold my breath. At this moment, I know that someone, or a horse, is holding theirs. As I bring this to everyone’s attention and everyone in the space breathes,, it is surprising how quickly most horses generally respond. Because the attention to relaxed breathing comes to the surface it is then easy for everyone to spot any horse that is unable to let go, which allows for a learning opportunity for all to gently explore how we can support the horse to release. I love it when a student beats me to it too! Our heightened awareness helps us become more present and less goal driven which develops harmony, trust and a freer way of going for the horse. Having had many years of body work and treatment myself I am developing a more refined feel for how much to ask of the horse whilst remembering to keep the horse engaged in the process.
And there is more. Not only can our movement affect our mood. How we emotionally feel and what we think, has a huge impact on how we move (or don’t move). Sometimes a quick switch of a student’s perception of their relationship with themselves or their horse can be a more efficient strategy for improving a practical skill. In particular, the role training theory used in sociodrama has given me some fantastic tools to enable students to rediscover their autonomy, curiosity and self-belief and let go of mental or emotional blocks to learning. For example, a lovely lady called me because she was being carted down the road by her newly owned cob every time she led her from the field. I checked in with the mare to see if this was a horse issue and she politely led up the road, without touching the grass. I gave the lady a couple of practical solutions which made little difference and then I asked the student what her job was. In a split second, the physical change began, as she explained she’d been a head sister at a large hospital. I asked her to become aware of the change in herself and appreciate how it felt. She led her mare beautifully up the drive with no need for my practical tips. The relationship changed so quietly yet dramatically in moments and the mare easily accepted the new found clarity of her latest owner and the practical techniques were superfluous. The role theory has also given me a completely different perspective and understanding of the depth of social and emotional intelligence of the domesticated horse (another article in itself!)
As I investigate other lenses of training/horsemanship/coaching etc and hold them in my thoughts as I work a horse, a pattern is emerging. More often than not, I’m finding that different perspectives bring different results even when using similar appearing practical techniques. The different thoughts affect my energy, my intention, and, in turn, my physicality. As I introduce these to a horse, this impacts the horse-human relationship. As long as I stay present, the biofeedback loop between myself and my horse (feel) becomes intriguing to both of us as we respond affecting our roles we offer each other, our compassion, belief systems, body dynamics and tension, breathing, sense of trust, nervous system, intention, emotions etc.
More and more, I also find I’ll be working a horse or coaching a horse/human combination and a perspective pops into my head and my whole body, and as I share it, that helps us all of us develop in that session. However, in practice, the art is not to get too caught up in the many theories in your head, but to stay present and grounded, feel it and allow for both the horse and the human to settle, process and re-integrate. To me this form of complex non-verbal interaction is what truly takes the relationship between trainer and student, and horse and human beyond cue-response.
My natural curiosity finally led me to my own mantra this year, which is reflected more and more in how I work. I love that I arrived at this, having a conversation at a sociodrama training with someone not even on the course, who I was chatting to in the corridor. When you keep your mind open, unexpected opportunities for self-development can occur when you least expect it! As a skilled psychodramatist, he noticed the effect these words had coming out of my mouth, before they registered in my own mind, and he not only reflected them back to me, but suggested I put them on a post-it note on my mirror. That was enough to cement it in my mind as a virtual post-it note and I refer back to it often, especially in times of self-doubt.
Firstly, I am not that interested in finding THE answer, THE system, THE exercise.
I am motivated through exploring the possibilities, not in finding the ultimate solution.
This of course makes sense to me because each horse and human is unique and each horse-human combination is unique at any given moment in time.
In practice, when I, or my students, find something that intrigues us, we play with it, it feeds our curiosity, which, in turn, bring a sense of intrigue to the horses, we all share with other students who, in turn, play with it, explore it and we all bring something back to an ever expanding bubble of thought, learning and essentially feeding each other’s knowledge and progress. It always feels like an ever enriching, flowing way to work. In that respect, I’ve become aware that I feel most alive in the process part of learning, not in the goal at the end.
I am always open to different ways to study, examine and notice what can effect change in the smallest possible way in a sentient being. Years ago I became aware that equestrian trainers tended to focus on either horse development or human development. Then I noticed further specialisms that can easily be separated into mental, emotional and physical approaches for either horse or human. These are further broken down into the academic styles from science, social science, psychology, neuroscience, somatics, quantum physics, trauma informed therapy and the much more individual touchy feely, yet still effective, arty styles.
As I explore the many approaches, I am deeply aware that I also search for what connects such varied, sometimes extreme, often opposing, perspectives rather than just what makes them different. I know, in my heart, that whoever I study, they always seek what is best for the horse. This intrinsically means that there will be something valuable to learn from everything. The challenge, for me, is deciphering not just works for me but, as a coach, what might work for any combination of horse/human that comes before me.
Of course, knowing what works for others isn’t really up to me either. We all need good enough self-awareness to be able to accept or dismiss an exercise or a concept being offered by a trainer, author or even a youtube clip. I realised years ago that I wanted to help students become more in tune, so that they trusted their own intuition more. My background in drama work and sociodrama has always affirmed my preference for students taking responsibility for their own learning, a stance not often encouraged in the equine world. My ongoing exploration of different forms of somatic practice reinforce my preference for developing autonomy in both students and horses. Curiosity, playfulness, creativity, and exploration in self-reflective movement is one of the most effective ways of improving skills and hugely support any neuromuscular repatterning. On a practical level, these increase awareness of muscular tension and asymmetry and improve our ability to release and increase tension throughout the body. Somatic practices also enhance the proprioception system, the tactile system and biofeedback loops which, in turn, improve skills acquisition. On a deeper level they increase motivation, self-belief, trust in one’s own intuition, awareness of and better responses to one’s own nervous system, a feel for what emotions you may be carrying, where emotions can be held and released somatically, and a way of being present and in the flow state. I am now aware I underestimated how much we can develop self-awareness and internal sensitivity, especially physically. My own rehabilitation took me into this totally different realm of learning and exploration which I am eternally grateful for.
Sometimes I wish I’d been the client that miraculously healed in a handful of sessions but I remind myself that the rather long winded route through eastern and many varied western movement practices has given me a much deeper appreciation for their commonalities, a plethora of ideas for students and a clear reminder there are as many paths as there are people. And so the Art of Feel concepts came into being. These suit me because I don’t feel the need to create a method or a system. Instead, my aim is to enhance any form of horsemanship discipline or style and most importantly encourage and develop student autonomy.
Our ability to listen to ourselves with more clarity and sensitivity transforms our ability to feel of and for the horses. As my own sensitivity and awareness develops, my horsemanship becomes far more subtle and intuitive. I find myself creating and exploring different intentions and movements in myself as the horse offers information through feel which in turn, helps the horse release brace, emotion and trauma in horses. For example, my favourite, which is so simple, but has such immediate results, is that I am quick to notice when I start to hold my breath. At this moment, I know that someone, or a horse, is holding theirs. As I bring this to everyone’s attention and everyone in the space breathes,, it is surprising how quickly most horses generally respond. Because the attention to relaxed breathing comes to the surface it is then easy for everyone to spot any horse that is unable to let go, which allows for a learning opportunity for all to gently explore how we can support the horse to release. I love it when a student beats me to it too! Our heightened awareness helps us become more present and less goal driven which develops harmony, trust and a freer way of going for the horse. Having had many years of body work and treatment myself I am developing a more refined feel for how much to ask of the horse whilst remembering to keep the horse engaged in the process.
And there is more. Not only can our movement affect our mood. How we emotionally feel and what we think, has a huge impact on how we move (or don’t move). Sometimes a quick switch of a student’s perception of their relationship with themselves or their horse can be a more efficient strategy for improving a practical skill. In particular, the role training theory used in sociodrama has given me some fantastic tools to enable students to rediscover their autonomy, curiosity and self-belief and let go of mental or emotional blocks to learning. For example, a lovely lady called me because she was being carted down the road by her newly owned cob every time she led her from the field. I checked in with the mare to see if this was a horse issue and she politely led up the road, without touching the grass. I gave the lady a couple of practical solutions which made little difference and then I asked the student what her job was. In a split second, the physical change began, as she explained she’d been a head sister at a large hospital. I asked her to become aware of the change in herself and appreciate how it felt. She led her mare beautifully up the drive with no need for my practical tips. The relationship changed so quietly yet dramatically in moments and the mare easily accepted the new found clarity of her latest owner and the practical techniques were superfluous. The role theory has also given me a completely different perspective and understanding of the depth of social and emotional intelligence of the domesticated horse (another article in itself!)
As I investigate other lenses of training/horsemanship/coaching etc and hold them in my thoughts as I work a horse, a pattern is emerging. More often than not, I’m finding that different perspectives bring different results even when using similar appearing practical techniques. The different thoughts affect my energy, my intention, and, in turn, my physicality. As I introduce these to a horse, this impacts the horse-human relationship. As long as I stay present, the biofeedback loop between myself and my horse (feel) becomes intriguing to both of us as we respond affecting our roles we offer each other, our compassion, belief systems, body dynamics and tension, breathing, sense of trust, nervous system, intention, emotions etc.
More and more, I also find I’ll be working a horse or coaching a horse/human combination and a perspective pops into my head and my whole body, and as I share it, that helps us all of us develop in that session. However, in practice, the art is not to get too caught up in the many theories in your head, but to stay present and grounded, feel it and allow for both the horse and the human to settle, process and re-integrate. To me this form of complex non-verbal interaction is what truly takes the relationship between trainer and student, and horse and human beyond cue-response.
My natural curiosity finally led me to my own mantra this year, which is reflected more and more in how I work. I love that I arrived at this, having a conversation at a sociodrama training with someone not even on the course, who I was chatting to in the corridor. When you keep your mind open, unexpected opportunities for self-development can occur when you least expect it! As a skilled psychodramatist, he noticed the effect these words had coming out of my mouth, before they registered in my own mind, and he not only reflected them back to me, but suggested I put them on a post-it note on my mirror. That was enough to cement it in my mind as a virtual post-it note and I refer back to it often, especially in times of self-doubt.
Firstly, I am not that interested in finding THE answer, THE system, THE exercise.
I am motivated through exploring the possibilities, not in finding the ultimate solution.
This of course makes sense to me because each horse and human is unique and each horse-human combination is unique at any given moment in time.
In practice, when I, or my students, find something that intrigues us, we play with it, it feeds our curiosity, which, in turn, bring a sense of intrigue to the horses, we all share with other students who, in turn, play with it, explore it and we all bring something back to an ever expanding bubble of thought, learning and essentially feeding each other’s knowledge and progress. It always feels like an ever enriching, flowing way to work. In that respect, I’ve become aware that I feel most alive in the process part of learning, not in the goal at the end.
