Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
Article written for ACAN newsletter, Aug 2014
Journal of Veterinary Behavior: Clinical Applications and Research, 2014
Keywords: horse show jumping dressage conflict behavior welfare a b s t r a c t Conflict behavior (CB) is a response exhibited by animals that experience difficulty coping with mental or physical discomfort and is most often demonstrated as some form of resistance to handling or training cues and/or equipment. In equestrian sport, Fédération Equestre Internationale (FEI) code of conduct for the welfare of the horse stipulates that ". horses must only undergo training that matches their physical capabilities and level of maturity for their respective disciplines." The objective of this study was to determine the incidence of CB in horses participating in elite equestrian competition. The behavior of 150 horses (N ¼ 100 during show jumping and N ¼ 50 during dressage top-level competitions) was monitored via FEI TV transmissions. We assessed the occurrence of specific CBs in each horse including head shaking, pulling the reins out of the rider's hands (PR), gaping, and tail swishing (TS) per second during competition. In jumping competitions, the CB occurrence associated with each type of obstacle (fence) was divided by the total number of obstacles of that same type. In dressage competition, CB occurrence associated with a given dressage movement was divided by total time (pooled duration in seconds) associated with the movement. Percentage of the time where each horse presented with low head position and with the nose behind the vertical was also recorded. The data indicated that jumping and dressage competitions differed in the occurrence of studied CB per second of the course or test (head shaking, P ¼ 0.0279; PR, P < 0.0001; TS, P < 0.0001, and gaping, P < 0.0001). In show jumping, PR was most frequent and vertical and combination fences were the more problematic obstacles. In dressage, TS was most frequent, whereas other CBs occurred only sporadically. Although TS was observed significantly more often during the complicated dressage movement phases compared with less complicated movement phases, there were no differences in the occurrence of CB in particular movements within the groups of more and less complicated dressage movement phases. Dressage horses were ridden more often (P < 0.0001) in low head position and with nose behind the vertical compared to show jumping horses. Both the percentage of time with head in low position and the nose behind the vertical were positively correlated (r s ¼ 0.50; P ¼ 0.0002) although there was no relationship between these parameters and the occurrence of CB in either jumping or dressage. However, the high incidence of CB observed in elite jumping and dressage competition suggests that many horses may not be sufficiently prepared for competition in line with the FEI code of conduct guidelines. Clearly, this could lead to welfare concerns for the horses within these equestrian disciplines. Finally, we suggest that the occurrence and/or the extent of CB exhibited by horses participating in elite jumping and dressage sport require further scrutiny in terms of the FEI code of conduct guidelines.
Animals, 2024
Horses respond to threats by moving away or, if that is not an option, by behaving in ways that deter the threat or move it away. These responses that help to reduce the threat are regularly labelled aggression, but this overlooks the motivation that underpins the responses which are often simply forms of defence. A catch-all term that avoids the need to interpret the motivation for defence and aggression responses is agonistic behaviour. In domestic horses, all such responses are important because they can be dangerous for both horses and personnel; they can prompt humans to defend themselves and can compromise the relationships that horses have with their carers. This study used an online questionnaire to ask owners about the management, training, and behaviour of the horses in their care. Although this questionnaire included data on horses that had not yet been trained to be ridden or had retired, this article focuses on the results of 2743 ridden horses. It reports a scale from warning signs-threatening to bite, pinning ears, tail swishing, threatening to kick or strike-to the most serious actions that include actual biting, kicking, or striking. The analysis revealed that agonistic behaviour is associated with certain management or training activities and that horses that show one form of behaviour are likely to show others in the same context. This means that some horses are particularly motivated to show these responses by certain triggers that arise in such contexts. The clusters with common characteristics were those observed in the context of: accelerating when ridden; saddling; familiar management activities; proximity to unfamiliar horses and other species. Taken together, these results highlight the prospect that the motivation to show these responses differs with context. This finding challenges the simplistic view that the problems with equine aggression and defence lie with the horses themselves rather than with historic or current management practices.
Journal of Veterinary Behavior, 2019
Round-pen, lunging, and liberty training has grown in popularity in recent years in a number of equestrian contexts, due in part to the popularity of contemporary training methods and colt-starting competitions. When well applied, the round-pen can become a classroom, but when poorly applied and without an understanding of learning theory, training in the round-pen or on a lunge-line can pose significant risks to both horse welfare and handler safety. The most serious problems arise when exceeding optimal and safe thresholds of arousal in the horse, which can be detrimental to both human safety and horse welfare in at least 2 ways. First, through the appearance of conflict (e.g., behaviors indicating that the horse is not managing stress-inducing circumstances well) and defensive behaviors that are often associated with a flight response. Second, there is a risk of increased resistance to extinction of flight behavior and the subsequent spontaneous recovery of high levels of arousal and dangerous behaviors. Thus, if the arousal levels are very high, learning and performance are repressed. When arousal levels are insufficient to engage the horse (i.e., acquire and maintain its attention), learning and performance may also be inhibited. Thus, there is an optimal threshold level of arousal where learning can be optimized, and such thresholds are likely unique for individual horses. The precise range of these arousal thresholds is yet to be identified. It therefore follows that in the absence of this information , trainers should adopt a precautionary conservative principle and avoid high arousal levels. Doing so, coupled with optimal application of knowledge of learning theory, can make the round-pen or lunge-line as a safe and useful addition to the horse's training. To minimize the risks associated with training in the round-pen and working horses on a lunge-line, training goals, lesson plans, and training method-ologies must apply scientific knowledge on equine ethology, cognition, and learning. Given recent increases in scientific interest in round-pen training, now is an appropriate time to discuss good practice in the context of lunging, round-pens, and other training techniques that may involve the chasing of horses. This review examines current usage, potential risks to horse welfare, and how to ensure training using these methods fosters positive learning outcome and promotes horse welfare.
1981
were tabulated: 27% were stall vices and 27% were some form of aggression. The stall vices were circling, digging, kicking the stall, chewing wood, swallowing air or self-mutilation. Management of horses on pasture rather than in stalls prevents the development of many of these stall vices and should, therefore, be considered a more humane treatment particularly for those horses that do not adapt well to confinement. Aggression toward other horses is a problem that results from isolating horses, which prevents formation of the normal equine social hierarchy. The social structure of free-ranging and domestic horse herds is reviewed in order to compare it with the structure created by modern management practices. Behavior patterns under natural and various management regimes are also compared.
2013
Assessments of the behavior of ridden horses form the basis of performance evaluation. The purpose of any performance being evaluated will determine the factors considered important, those indicative of 'poor' performance and what makes a successful equine athlete. Currently there is no consistent objective means of assessing ridden horse behavior and inevitably, given the different equestrian disciplines, the likelihood of a universal standard of good and bad performance is remote. Nevertheless, in order to protect the welfare of the ridden horse regardless of its specific role, we should strive for consensus on an objective means of identifying behavioral signs indicative of mental state. Current technological developments enable objective evaluation of movement patterns, but many aspects of the assessment of ridden behavior still rely on subjective judgement. The development of a list of behaviors exhibited by ridden horses, a ridden horse ethogram, will facilitate recording of observable behavioral events. However, without objective evidence of the relevance of these behavioral events, such a resource has limited value. The aim of this review is to investigate potential sources of such evidence and relate these to the assessment of ridden horse behavior. The current and potential contribution that further objective measures can make in this process is evaluated. We believe that the only way to improve the welfare of the ridden horse is by objectively identifying behavioral signs that indicate that the horse is either comfortable or uncomfortable with the activity in which it is participating. Once there is clear evidence to support this, appropriate adaptation of performance criteria in all disciplines can proceed along with alignment in training systems that ensures a mutually positive experience for both horse and human partners.
Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, 1987
Theriogenology, 2002
Four herds of pony mares, each consisting of a stallion and six mares, were used to characterize the nature of herding by the stallion and the factors that induced the herding behavior. Herding behaviors were compared among four successive treatments (six mares alone, stallion added, two new mares added, and entire herd moved to a new pasture). A new treatment was initiated every 7 days and behavior was studied for 5 consecutive days (Days 1±5) for each treatment. Observations were made every 10 min during a 2-h period for each day. The extent of herding was quantitated by the mean distances between mares. The extent of snaking (herding with the head and neck extended and ears held back) was scored 0, 1, 2, or 3 (nil, minimal, intermediate, and maximal, respectively). The mean distance among the original mares on Day 1 when the mares were alone was 5.0 mare lengths and was reduced (P < 0:05) to 1.9 mare lengths when the stallion was added. The mean distance among the original mares of an established stallion/mare herd (3.8 mare lengths) was reduced (P < 0:05) on the day the herd was moved to a new pasture (1.9 mare lengths), similar to the effect of the introduction of the stallion. Scores for the extent of snaking, as well as the extent of herding, were highest (P < 0:05) on Day 1 when the stallion was added or the stallion/mare herd was moved to a new pasture. The extent of herding and snaking decreased (P < 0:05) by Day 2 and was seen only occasionally on Days 3±5. The addition of new mares to the herd did not induce herding of the original mares. However, the new mares maintained mean distances of 8±12 mare lengths from the original mares, resulting primarily from chasing by the stallion. By Day 4, the distances between the new and original mares were not different (P > 0:05) from the distances among the original mares. #
Journal of Equine Science, 2014
The objectives of this study were to determine the prevalence of pawing behavior in a population of Standardbred racehorses and the relationship of pawing frequency to time of day. Standardbreds (n=41) were observed using instantaneous scan sampling twice daily, in the morning before training and in the afternoon after training. A majority of the horses, twenty-four (58.5%) of the 41 horses showed pawing behavior at least once (median=7, interquartile range=2-15). After training, there were a median of 4 (interquartile range 1-11) observations of pawing or 11.2% of total observations. In the morning, before training, there were 3 (0-3.25) pawing observations, or 9.1% of total observations. There was a significantly greater frequency of pawing in the afternoon (P=0.0005). They pawed less on Sunday afternoons when they had not trained. Pawing may be related to exercise and, possibly, discomfort.
Journal of Veterinary Behaviour, 2019
a b s t r a c t Understanding the factors that influence horse learning is critical to ensure horse welfare and rider safety. In this study, data were obtained from horses (n ¼ 96) training to step backward through a corridor in response to bit pressure. After training, learning ability was determined by the latency to step backward through the corridor when handled on the left and right reins. In addition, horse owners were questioned about each horse's management, training, behavior, and signalment (such as horse breed, age, and sex). Factors from these 4 broad domains were examined using a multiple logistic regression (MLR) model, following an information theoretic approach, for associations between horses' behavioral attributes and their ability to learn the task. The MLR also included estimates of the rider's ability and experience as well as owner's perceptions of their horse's trainability and temperament. Results revealed several variables including explanatory variables that correlated significantly with rate of learning. Horses were faster at backing, a behavioral trait, when handled on the right side (t ¼ 3.65; degrees of freedom ¼ 94; P < 0.001) than the left side. Thoroughbred horses were slower at completing the tests than other breeds of horses when handled on the left side [linear model (LM), F 1,48 ¼ 4.5; P ¼ 0.04] and right side (LM, F 1,45 ¼ 6.0; P ¼ 0.02). Those in regular work, a training factor, did not learn faster than their unworked counterparts on the right rein but completed the task faster on the left rein (F 1,44 ¼ 5.47; P ¼ 0.02). This may reflect differences in laterality and habituation effects. In contrast, more anxious horses were faster at completing the test when handled from the right rein (Spearman r ¼ À0.22; P ¼ 0.04). It is possible that these horses have an increased arousal level when interacting with handlers, resulting in more engagement with the lesson, accounting for the improved performance results. The findings of this study will help clarify how horse behavior, training, and management may influence learning and how their application may optimize learning outcomes. Future equine behavior assessment and research questionnaires should include items that assess these qualities.