Text: Amelia Campbell-Horne
Last year (2024), fifty carefully selected ‘expert equestrian educators’ from 14 European countries were invited to attend a three-day workshop at the French National Riding School in Samur by the Institut Français du Cheval de l’Équitation (IFCE). The ‘experts’ were mostly members of the Equestrian Education Network (EEN), and several were also IGEQ (International Group for Equestrian Qualification) members. They had extensive experience and expertise within the equestrian sphere as coach educators, international riders, academics, members of National Governing Bodies and leading equestrian specialists.
Did you know?
The EEN was formed in 1999 as an international network organisation open to recognised national equine centres in Europe. Its purpose is to improve equestrian education by facilitating collaboration and the exchange of information about current methods and new developments in equestrian education.
The participants attended four expert-led presentations, which provided perspective on the workshop’s purpose of addressing Horse Welfare in Equestrian Education. The participants identified four specific topics for further discussion; these were:
- Understanding/explaining the relationship between horses and humans
- Diversity of perspectives vs. common ground/shared values
- Training philosophy
- Dealing with social acceptability
The experts engaged with each other in smaller groups on each of these points, with a moderator who would ensure time management and that everyone’s contributions were heard and valued. Six months later, a post-workshop focus group was held online, allowing participants to reflect on the workshop and discuss developments in the equine industry since the workshop.
The data was analysed, and here we look at the findings and takeaways related to the initial four discussion topics:
1. HORSE-HUMAN INTERACTION
‘Where we came from’ versus ‘where we are now’ was an essential consideration within this topic. The role of horses has changed, with horses originally being necessary for agriculture and transport but now being primarily used for leisure and sport. Historically, horses were viewed as tools, and their value was based on their ability to perform. Nowadays, horses are considered partners and companions, hence a greater emphasis on ethical treatment of them. So, the horse-human relationship has changed dramatically, but we need to be aware of history and culture when educating equestrians.
Secondly, the horse-human relationship requires communication and interaction, and how this occurs should be an integral part of equestrian education. The research emphasised that ‘horses do NOT think like humans’ and such anthropomorphism can compromise equine welfare.
Anthropomorphism attributes human characteristics or behaviour to a god, animal, or object. So, in essence, it is the ‘humanisation of animals.’
The outcome of the workshop also found a need for greater knowledge about the horse-human relationship, which needs to be driven by evidence-based scientific research. This research needs to be more widely disseminated to the equestrian community and correctly applied. While much traditional knowledge is valuable, new knowledge from an equine welfare perspective is also important.
Coach questions for reflection:
- How do you teach your students to understand and interpret the horse’s body language? Do you encourage your students to read, listen and observe their horses?
- Researchers felt strongly that matching the horse with the most suitable rider (size, ability, temperament) is essential to horse welfare. How do you do this?
- Adapting training practices to the individual horse and not going too fast with a horse’s education were also highlighted as important. Are you predictable and precise in your coaching while remaining flexible to the horse’s needs and development?
2. SHARED VALUES
As the workshop included representatives from multiple countries across Europe, several differing perspectives were highlighted. These brought to light numerous important considerations for us in South Africa:
- There were many similarities between riding instruction and horse education across the countries, and in general, coaching qualification systems were linked with the IGEQ’s international levels. The IGEQ constantly updates its requirements to ensure the highest standards of Equine Welfare are taught. This bodes well for South Africa, whose EQASA pathway is aligned with and recognised by the IGEQ.
- There were differences, particularly in Young Horse classes, which would also be evident here. Regarding showjumping, our Young Horse Performance Series (YHPS) is generally at a lower level (height) than in Europe, but this is specifically to give our horses more time to progress and develop.
- The rules and regulations differ. For example, several proactive (welfare-wise) stances have been taken recently. These include British Showjumping’s new stricter ‘use of the whip rules,’ which allow riders to only use the whip three times in the arena and never after a disobedience; Swedish Dressage, which allows riders to ride without nosebands on single-bit bridles; and the Dutch, which allow bitless bridles up to the equivalent of medium-level Dressage!
- One major concern is that anyone can buy a horse, which raises significant questions about knowledge and horse management. The Animal Protection Act governs horse husbandry regulations in South Africa, but how do we regulate to ensure high welfare standards?
- A further challenge is the variety of disciplines in equestrian sport. Some disciplines are more popular than others, and the different ethical standings are often based on tradition, history, culture, and economics.
- Another challenge identified was that due to viral news stories over the past few years, the Olympic disciplines have lost some appeal, and many individuals are turning to various forms of ‘natural horsemanship’. The danger highlighted was related to social media influencers who are copied due to popularity despite not always prioritising safety and welfare! In this regard, education is essential, and equestrians are urged to think critically before blindly following and applying what they see!
Coach questions for reflection:
- How do culture, history and economics affect your chosen discipline, and do these influences contribute positively or negatively to horses’ welfare?
- Do you critically evaluate new information, coaching ideas and ‘horsemanship’ tools you are exposed to before using them?
- Where do you get your new resources from? Are they evidence-based and current?
3. TRAINING PHILOSOPHY
Two key areas of concern regarding ethical training philosophy were raised: those associated with young horse competitions and high-level performance.
The concern with young horse classes is the concept of testing horses against an educational standard level. While such classes have developed over the years, there is still room for adjustments that ‘strengthen young horses’ training and preparation’. Often, prevailing norms govern a horse’s educational progression, but if our horse does not progress in line with these norms, perhaps we need to scrutinise whether the norms are realistic or whether flexibility and adaptation are required.
As for the high-performance level, there is growing concern around the ethical treatment of these athletes and a call to ensure that the training to this level prioritises the horses’ welfare. Equines are athletes, but unlike humans, they are unable to speak and express any discomfort (psychological, physical or emotional), so it is up to us to ensure that training is gradual, with periods of rest and recovery, and that they receive the physical, psychological and emotional care they require. This incorporates the current five domains of equine welfare: nutrition, environment, physical health, behavioural interactions and the animal’s mental state.
Furthermore, the idea of training a certain way ‘because that’s how we’ve always done it’ was challenged. It was suggested that our whole training philosophy needs to become welfare-based. One interesting suggestion put forward was the use of zones in horse education.
Zone 1: Resting Zone – the horse is resting, not working
Zone 2: Comfort Zone – the zone where the horse is usually worked
Zone 3: Training Zone – this is when something new is introduced. The horse can familiarise itself with the new element/environment
Zone 4: Panic Zone – to be avoided! Normally related to a horse’s tendency to flee from a cause of discomfort.
“Horses have their own set of needs and behaviours, and it is crucial that their training is based on a deep understanding of their physical and emotional well-being. The use of force and fear-based training techniques can cause severe physical and psychological harm to horses, which can result in long-term damage to their mental and physical health”.
Coach questions for reflection:
- How do you teach your riders to consider the horse’s welfare and ensure they do not push the horse beyond his ability or education to achieve their goals?
- How do you customise your coaching to meet the needs of not only individual riders but also each horse?
- Do you actively teach your students how to identify positive and negative behavioural cues from their horses?
- How do you manage your riders’ expectations of their young horses’ progression?
- How do you teach your riders to prioritise their horse’s care out of the saddle, e.g. ensuring their horses’ physical and social needs are met?
4. SOCIAL ACCEPTANCE
Education is not only required for equestrians! In light of the growing concerns and the increased social media attention, we need to educate not only those involved in equestrianism but also laypeople. There is a need for transparency and accountability, with individuals encouraged to speak up and challenge if they encounter training or handling that could be considered abusive. Furthermore, lay people need to understand the benefits of working with horses; children can learn life lessons, horses can be used for rehabilitation, and they are important for social life as they help people grow.
Social media needs to be used for positive purposes, i.e., to educate and disseminate knowledge. However, this knowledge must be complete and correct, and much of what is currently online is not! People also need to be taught to think critically about the information they receive and learn self-reflection skills to ensure we are doing what is best for our horses.
Coach questions for reflection:
- How do you use social media to make an impact and encourage better equine welfare?
- If you share training techniques, do you genuinely reflect on their benefit to your riders and horses?
- How are you continuously learning and developing as a coach? And do you prioritise this?
- Do you, as a coach, reflect on your practice (and whether it is ethical?)
Final thoughts
Many factors, including anthropomorphism, lack of knowledge, differences in standards between disciplines and countries, and the changing relationship between horses and humans, threaten equestrians’ Social License to Operate (SLO). While we might be considered behind the times here in South Africa, we must not fool ourselves into thinking that we will not soon face challenges similar to those in Europe regarding the SLO. We must proactively communicate ‘good news stories’ that showcase evidence-based knowledge in training and competition. We need to stand with a unified voice and shared purpose, and we ask you to start now!
We would love to hear your ‘good news stories’ that promote equine welfare – be sure to tag us in them!
References
Torell Palmquist G, Känsälä Alveheim N, Huot-Marchand F, Ashton L, Lewis V. The Role of European Equestrian Institutions in Training Professionals: Outcomes from a Workshop on Horse Welfare in Equestrian Education. Animals. 2025; 15(2):183. https://doi.org/10.3390/ani15020183