Presented by Sandy Webster

PATH Intl. Master Level Instructor

Turning Riders Goals into Reality

• The well thought-out written plan that takes all the

riders needs into consideration.

• Working the plan produces PURPOSEFUL measurable

outcomes in our students.

• The measurable outcomes become our professional

documentation that reflects the riders progress.

• Puts the instructor in a position of being pro-active not reactive

• Purposefully plans for the riders to achieve their goals

• Measurable objectives = documented outcomes

• Progressive documented outcomes = results

• Increases the professionalism in our industry

• Results = Improved rider’s lives

• Results = Program growth and opportunities

• Results = Providing quality programs

• Results = Funding opportunities

Long or short term achievable life skills that come from the

rider or parent

• The specific skill that a rider performs to directly impact the horse using their aids.

• Voice

• Hands

• Legs

• Seat

• Weight

Riding Skill Supporting activity

Life Goals – ride a bike Riding Skills

• Walk halt walk Transitions

• 2 point

• Direct reining

Life Goal – Make a friend Riding Skills

Step 1: Obtain all the ingredients

• Paperwork

• Assessment

• Life goals

• Riding history

• Riders strengths

• Riders challenges

Step 2: Prepare all the ingredients • Horse assignment

• Tack assignment = Roster logistics • Volunteer assignment • Assigned class

• Life goals

• Rider strengths = Objective • Rider challenges

The lesson objective is what you expect the group of

riders in the class to achieve in that lesson.

The objective is the foundation of your lesson plan and

is based on all the riders goals, ages and abilities.

• The riders life goals

• The riders riding abilities

• The riders strengths

• The riders challenges

Step 3: Objectives have 4 ingredients:

• The riding skill = Skill taught

• The action verb = Expected competency

• The measurement = Expected achievement

• The condition = Gait of the horse + assistance required

The riders will perform the 2 point position from

the red cone to the green cone 2x in each

direction at a walk with a leader and side walker.

Step 4: Points of reference for your instruction

• Designation of spacing for your instructions

• Visual aids for you students

Step 5: Plan for Tack Checks

• Before mount

• After Mount

• Before increased activity

Step 6: Mounting

• Who should go 1st 2nd and…

• What type of mount

• Is it block or ramp

• Who will help

Step 7: Warm-up

• Relate the warm up exercises to the riding skill

• Look for teachable moments related to life skills and goals

• Keep riders moving

Step 8: Explanation of topic

• What = Riding Skill + description of riding skill

• Why = Reason for aids + Incentive

• How =Aids are the tools to performing the skill

• Where = Location of the practice

The Rider’s practice The Instructor

• Gives specific praise

• Gives corrective feedback

• Makes postural corrections

Step 10: Progression

• Focus on making the same riding

skill more challenging

• Increase the measurement or

Increase the level of independence

• Plan for progression beyond the

initial objective

Step 10: Wrap-Up/ Cool Down

• Time for review and key points

• Time for specific praise and feed back

• Time for Questions and Answers

• Time to evaluate your riders progress

• Who should go 1st 2nd and …

• What type of dismount

• What help do you need

• Reflects on the objective of the lesson

• Is the documented measurable outcome

• Reflects the performance of each individual rider

• Dictates what should be the objective for the next lesson

• Life goals come from the parents and the riders

• The riders life goals are our ultimate target

• Teaching horsemanship + riding skills are the stepping stones to get there

• Each objective is a stepping stone towards the riders life goals.

• The lesson plan is the recipe to teach the riding skills that support the riders life goals.

• The measurable outcome is the icing on the cake that assists towards the next recipe.

• We have the ability to improve lives through EAAT

• Ingredients: Life goals + paperwork + assessment

• Preheating: Preparation + Objective + Lesson plan

• Cooking: Warm up + Explanation + Practice

• Stir the pot: Feedback + Specific Praise

• Dessert: Progression + Wrap up •

• Thorough preparation + purposeful choice of riding skill

• Well written objectives and lesson plans

• Warm up + practice + progression

• Instructor explanation + feedback + specific praise

• Plan for the opportunity to target the riders life goals

Sandy Webster

sandy@gaitsofchange.com