Therapeutic Horse Riding
The Benefits of Horse Riding as Part of the School Curriculum
For this seminar paper therapeutic horse riding is defined as equine assisted activities. Over time therapeutic horse riding has been utilised to cover a variety of equine activities in which a range of children with special educational needs participate. This involves mounted activities and riding disciplines taught by a certified riding for the disabled instructor.
The seminar paper will explore the perceived benefits that horse riding has as part of the physical education curriculum for children with special educational needs. The paper introduces the physical benefits of horse riding and questions what the potential benefits are. Furthermore the paper draws attention on …show more content…
how riding supports learning and develops speech and language. In addition, it will explain the rationale and underpinning theory for learning outdoors. Finally it will investigate the barriers to implementing riding as part of the curriculum. A range of evidence highlights how a holistic approach to horse riding can be an important part of physical education. There are very few current published studies measuring the effects of equine assisted programs for the author to critically analyse.
What are the potential benefits?
Equine assisted activities have been recognised as improving the quality of life for many individuals with almost any cognitive, physical and/or emotional disability (Elliott, et al, 2008, p.2; Bass, et al, 2009, p.1; Scott, 2005, p.11). Often, children with special educational needs can experience a combination of the above difficulties. Consequently, they need a high quality physical education that meets their needs (Training and Development Agency for Schools, 2009, p.4). Therefore having access to different types of physical activities within the setting, will develop a range of experiences and reduce barriers to participation (Hayes & Stidder, 2003, p.17). Furthermore, Pond (et al, 2011, p.39) suggests horse riding improves behaviour, encourages responsibility and development of new skills. In addition Samfira & Petroman (2011, p.153) claim that animal assisted activities have a positive impact on behaviour and education. Research studies have shown that the …show more content…
therapeutic benefits of horse riding can be broken down into the following categories.(David, 2007, p.35; Palestra, 2006, p.48).
Physical
The movement of a horse facilitates the rider to work on many physical attributes. These include balance, co-ordination, posture, flexibility, strength, and relaxation of muscle groups (David, 2007, p.38; Palestra, 2006, p.48). Scott (2005, p.11; Snider, et al, 2007, p.8; Elliott, 2008, p.20) claims when a horse is walking actively, the horse’s movement causes the rider’s pelvis to recreate the movement of a person walking. This can be turned into therapeutic gains. Scott (2005, p.11) reveals that no other modality mimics that of the human gait than that of a horses movement when walking. Sterba (et al, 2002, pp. 306-307) further claims in order to follow the movement of the horse, riders must develop good balance and core strength. Much of staying on and moving with a horse comes from your trunk. Few studies claim that children who have cerebral palsy can find horse riding effective because it targets several key weaknesses associated with the disorder (Snider, et al, 2007, pp.7-8; Sterba, 2006, p.69). The physical benefit includes improving posture, muscle strength, core strength and the walking movement increases blood flow that stimulates the muscles (Snider, et al, 2007, p.8). This finding supports the evidence of a child in the setting who has very tight leg muscles due to having cerebral palsy. By riding the horse for ten minutes without stirrups, this relaxed the leg muscles. Subsequently, the child was able to bend their leg and place it in a stirrup comfortably without any aids. In a physical education lesson at school this movement has not been achieved before. However, upon reflection, in practice this could be mimicked by placing the child on a piece of apparatus known as the ‘vaulting box’ at the beginning of a P.E lesson. This highlights the importance of riding for the disabled (RDA), as this child might otherwise not have achieved this physical movement. (See appendix A for written evidence in school report). However Ahmeira (2012, p.37) claims that although the benefits can be seen in a child quite quickly it should not be regarded as a quick fix. The American Equine Association (2003, cited in, Gray 2007, p.24) suggests results should be achieved over a 6 week period and a difference in a child’s physical movements should begin to be noticeable. Furthermore evidence indicates that equine assisted activities are recognised as having excellent psychological benefits which can be of equal importance to riders as the physical benefits (McVeigh, 2012, p.1).
Psychological Wellbeing
The British Horse Society commissioned the University of Brighton to research the psychological and well-being benefits of horse riding. Existing evidence indicates that physical exercise produces well-being benefits linked to self-esteem and other personal emotions (The British Horse Society, 2011, pp.1-2). A possible explanation for this is being outside and enjoying the outdoors whilst riding can boost a child’s general feeling of well-being (Tissier, 2009, p.45; Rothe, 2004, p.375). Through observation it is seen as an effective release of built up anxieties and the children display a sense of happiness.
Developing a sense of self-esteem and confidence is an extremely important part of special education. Children with special educational needs need to be involved in environments where they feel that they are contributing successfully to a group (Sim, 2010, p.72). According to Tissier (2009, p.45) horse riding in a group will impact positively on the child’s self-esteem. Furthermore, research has shown that children derive a sense of well-being from experiencing outdoor activities. The Council for Learning Outside the Classroom Manifesto (CLOtC, 2006) formally assumed responsibility and leadership for learning outside the class room. Their function is to encourage practitioners that every child experiences the world beyond the walls of the class room, in their learning and play environment including extended school activities (DfES, 2006, p.3). Therefore, exercise outside has been linked not only to positive health benefits from the physical activity, but also associated with greater overall levels of well-being derived from conducting the exercise in spaces that facilitate contact with nature (Mackay & Neil, 2010; Pretty et al, 2005; Pretty et al, 2007, cited in Kaley, et al, 2012, p.1). Additionally Cottrell and Raadik-Cotterall (2010, p.10) suggest outdoor education provides opportunities for many social skills through cooperation, effective communication and motivation.
Social Skills
Riding is a social activity as the rider has to communicate with the horse, at the very least to give commands. This can be done in various ways such as signing or gestures. According to Rothe (2004, p.381) riders with poor communication skills, speech difficulties and interpersonal skills can find that communicating with the horse less threatening than directly with another person. Also, as horses are sensitive animals there is often a response to most forms of communication; this rewards the rider developing these skills. According to Bass (2009, p.2) children improve their social interaction and use of language during riding therapy in relation to standard speech and language therapy. In agreement, the author has observed a child who has had regular speech and language therapy make little improvement with social and communication skills. However after two terms of riding therapy a significant improvement in his communication skills was apparent. The child verbalised commands to the horse. In addition, Sams, et al (2006, p.273) investigated the effects of speech and language by incorporating animals versus standard speech and language therapy techniques. He hypothesized that the animal integrated therapy would elicit more social interaction and language use. The study results suggested that equine riding may be a valuable therapeutic option for children to improve social motivation and communication skills. In agreement, Foxall (2002, citied in Siri & Lyons, 2011, p. 57) reported children can learn verbal communication and interaction through the involvement of riding. In practice this could be developed further so the child is encouraged to communicate with the instructor and other riders within a session.
Cognitive Skills
The hands-on aspect of riding leads to cognitive skill improvement and allows children to discover and access strengths that cannot be challenged in the classroom setting (Dunning, 2003, p.33). Additionally, the inherent structure of riding, with its organization and rules, can be used as a learning tool for introducing and practicing self-regulation and decision making skills. Furthermore, children can learn verbal communication and interaction with peers through involvement of riding (Ahmeria, 2012, p.37). It has been suggested that horse riding might facilitate language acquisition and enhance verbal skills in children. This would occur as a result of the horse functioning both as a patient recipient of the child's talk and as an attractive verbal stimulus, prompting communication from the child in the form of praise, orders and encouragement (Kenio, et al, 2009, p.79-88). Bloom and Tinker (2001, cited in, Bartolotta & Shulman, 2009, p.45) emphasize social and emotional development and cognitive development in the process of language acquisition. In other words the child’s responsiveness to the horse and social influences establishes the motivation to learn how to communicate. On the other hand, according to Kerten and Thomas (2004, citied in Shultz, 2005, p.18) horses have the ability to mirror human body language. They can read non-verbal communication and react to it. In other words, in practice it has been observed that an autistic child with diminutive vocabulary was able to manoeuvre his horse where he wanted it to go, from the movement of his body. Furthermore cognition refers to our thinking skills; the ability to process information around us and then turn that information into actions (Knowles, 2011, p.69). The information the children have to process during a riding session is vast. It includes verbal instructions, responding to the horse’s actions and others in the session, planning ahead to carry out a movement around the school and not being distracted by people watching the session.
How does RDA support learning in the classroom?
RDA activities offer a great platform for learning, in an environment that is fun, engaging and rewarding (RDA, 2012, p.12). In a number of activities the riding lessons focus on literacy, numeracy and other key skills linked to the National Curriculum. Harris (2008, p.85) highlights the importance of learning should take place in a broad and balanced curriculum. Therefore children should have the opportunity to use and develop their skills in a wide range of contexts. Forming links between subject areas in equine assisted activities facilitates broader learning opportunities (QCDA, 2010, p.8). Through observing and supporting the children whilst riding, the author identified areas in which the children’s learning could be further developed. In this case, riding activities are taught as part of the children’s physical education lesson. Cross curricular links to literacy can be made through learning letters and sounds. Research evidence indicates that phonics teaching within a broad and rich curriculum enables children on average to make improved progress in reading words (DfES, 2006, p.10). Furthermore, children need a curriculum that takes risks, that allows them to develop their skills in interesting and exciting experiences (The Guardian, 2011, p.1). This statement is supported by Macauley and Gutierrez (2004, p.206) who report improved speech and language learning through equine- assisted activities was evident in comparison to those children who were taught by the more traditional ways of teaching phonics. However in the authors view this could be argued. For those children who have dyspraxia, then this method of learning could be problematic. Furthermore the activity must be treated in a way so that it is made fully accessible to meet the requirements and tailored to specific needs. (Weeks 2012, p.6) The author identifies this approach in ensuring the child is supported and encouraged to achieve. This delivers a holistic approach to the five outcomes of Every Child Matters (DfES, 2004, p.4). Therefore manoeuvring a horse and learning letter sounds could be a challenging experience. However to overcome these issues, it need not be problematic as the volunteer helpers walking with the child can hold the letters for the child to see clearly. By modifying the activity in this way, the barrier of learning has been removed to learning and participation (DfES, 2001, pp. 7-8). According to Brickel’s (1985, cited in Kruger & Serpell, 2006, p.27) learning theory, an explanation for children learning through equine assisted activities is based on the theory that an activity which is enjoyable and fun will reinforce learning. In agreement with Macauley and Gutierrez’s (2004) view, the author feels because of the outdoor setting and the use of horses, there is a significant decrease in the resistance to learning. In other words the children find this environment fun to learn in rather than the conventional way of learning phonics in the classroom. Furthermore improved motivation and attention through participating in an interesting and stimulating activity is apparent. (Refer to evidence of a language-learning lesson plan - Appendix B) What are the barriers to implementing riding as part of the curriculum?
Despite recognition of the positive impact that equine-assisted activities have on education and child development, physical education within schools is being increasingly challenged within education systems (Penney, et al, 2005, p.12). Barriers within schools that restrict practitioners providing physical education programs like RDA have been classified by Morgan and Hansen (2008, cited in Jenkinson & Benson, 2010, p.2) as being institutional. In other words out of the practitioner’s control. Research has highlighted many institutional barriers including budget constraints, funding, reductions in time provisions in the curriculum, socioeconomic status of the school, the crowded curriculum itself (Cottrell & Raadik-Cottell, 2010, p.10). A barrier at the authors setting is parents not authorizing their children to participate due to their perception of horse riding being dangerous or a ‘risky’ activity (Eibach & Mock, 2010, p.1). As a result of this, the author acknowledges that her practice needs to work collaboratively with the parents to inform them of the benefits that equine assisted activities can have on their child’s learning and development. (Refer to evidence of note home to parent - Appendix C)
Conclusion
Despite the long history and attention that equine-assisted interventions receive it can best be described as a category of promising complimentary practice that is still struggling to demonstrate its efficacy and validity.
There are very few current published studies measuring the effects of riding therapy programs. As demonstrated, equine-assisted interventions draw on an impressive variety of disciplines and perspectives. To move forward, studies must begin to focus on and answer some of the most basic questions. With a few exceptions, research is not up to date. There are very few current published studies measuring the effects of equine assisted programs for the author to critically analyse. For future practice to support the children’s learning and development, based upon knowledge and understanding, the author will work collaboratively within her setting to encourage the development of cross curricular planning to support the equine assisted activities. This could be the rationale for future
research.
Question –
. Do you feel animals could benefit learning and development in your setting?
For this seminar paper therapeutic horse riding is defined as equine assisted activities. Over time therapeutic horse riding has been utilised to cover a variety of equine activities in which a range of children with special educational needs participate. This involves mounted activities and riding disciplines taught by a certified riding for the disabled instructor.
The seminar paper will explore the perceived benefits that horse riding has as part of the physical education curriculum for children with special educational needs. The paper introduces the physical benefits of horse riding and questions what the potential benefits are. Furthermore the paper draws attention on …show more content…
how riding supports learning and develops speech and language. In addition, it will explain the rationale and underpinning theory for learning outdoors. Finally it will investigate the barriers to implementing riding as part of the curriculum. A range of evidence highlights how a holistic approach to horse riding can be an important part of physical education. There are very few current published studies measuring the effects of equine assisted programs for the author to critically analyse.
What are the potential benefits?
Equine assisted activities have been recognised as improving the quality of life for many individuals with almost any cognitive, physical and/or emotional disability (Elliott, et al, 2008, p.2; Bass, et al, 2009, p.1; Scott, 2005, p.11). Often, children with special educational needs can experience a combination of the above difficulties. Consequently, they need a high quality physical education that meets their needs (Training and Development Agency for Schools, 2009, p.4). Therefore having access to different types of physical activities within the setting, will develop a range of experiences and reduce barriers to participation (Hayes & Stidder, 2003, p.17). Furthermore, Pond (et al, 2011, p.39) suggests horse riding improves behaviour, encourages responsibility and development of new skills. In addition Samfira & Petroman (2011, p.153) claim that animal assisted activities have a positive impact on behaviour and education. Research studies have shown that the …show more content…
therapeutic benefits of horse riding can be broken down into the following categories.(David, 2007, p.35; Palestra, 2006, p.48).
Physical
The movement of a horse facilitates the rider to work on many physical attributes. These include balance, co-ordination, posture, flexibility, strength, and relaxation of muscle groups (David, 2007, p.38; Palestra, 2006, p.48). Scott (2005, p.11; Snider, et al, 2007, p.8; Elliott, 2008, p.20) claims when a horse is walking actively, the horse’s movement causes the rider’s pelvis to recreate the movement of a person walking. This can be turned into therapeutic gains. Scott (2005, p.11) reveals that no other modality mimics that of the human gait than that of a horses movement when walking. Sterba (et al, 2002, pp. 306-307) further claims in order to follow the movement of the horse, riders must develop good balance and core strength. Much of staying on and moving with a horse comes from your trunk. Few studies claim that children who have cerebral palsy can find horse riding effective because it targets several key weaknesses associated with the disorder (Snider, et al, 2007, pp.7-8; Sterba, 2006, p.69). The physical benefit includes improving posture, muscle strength, core strength and the walking movement increases blood flow that stimulates the muscles (Snider, et al, 2007, p.8). This finding supports the evidence of a child in the setting who has very tight leg muscles due to having cerebral palsy. By riding the horse for ten minutes without stirrups, this relaxed the leg muscles. Subsequently, the child was able to bend their leg and place it in a stirrup comfortably without any aids. In a physical education lesson at school this movement has not been achieved before. However, upon reflection, in practice this could be mimicked by placing the child on a piece of apparatus known as the ‘vaulting box’ at the beginning of a P.E lesson. This highlights the importance of riding for the disabled (RDA), as this child might otherwise not have achieved this physical movement. (See appendix A for written evidence in school report). However Ahmeira (2012, p.37) claims that although the benefits can be seen in a child quite quickly it should not be regarded as a quick fix. The American Equine Association (2003, cited in, Gray 2007, p.24) suggests results should be achieved over a 6 week period and a difference in a child’s physical movements should begin to be noticeable. Furthermore evidence indicates that equine assisted activities are recognised as having excellent psychological benefits which can be of equal importance to riders as the physical benefits (McVeigh, 2012, p.1).
Psychological Wellbeing
The British Horse Society commissioned the University of Brighton to research the psychological and well-being benefits of horse riding. Existing evidence indicates that physical exercise produces well-being benefits linked to self-esteem and other personal emotions (The British Horse Society, 2011, pp.1-2). A possible explanation for this is being outside and enjoying the outdoors whilst riding can boost a child’s general feeling of well-being (Tissier, 2009, p.45; Rothe, 2004, p.375). Through observation it is seen as an effective release of built up anxieties and the children display a sense of happiness.
Developing a sense of self-esteem and confidence is an extremely important part of special education. Children with special educational needs need to be involved in environments where they feel that they are contributing successfully to a group (Sim, 2010, p.72). According to Tissier (2009, p.45) horse riding in a group will impact positively on the child’s self-esteem. Furthermore, research has shown that children derive a sense of well-being from experiencing outdoor activities. The Council for Learning Outside the Classroom Manifesto (CLOtC, 2006) formally assumed responsibility and leadership for learning outside the class room. Their function is to encourage practitioners that every child experiences the world beyond the walls of the class room, in their learning and play environment including extended school activities (DfES, 2006, p.3). Therefore, exercise outside has been linked not only to positive health benefits from the physical activity, but also associated with greater overall levels of well-being derived from conducting the exercise in spaces that facilitate contact with nature (Mackay & Neil, 2010; Pretty et al, 2005; Pretty et al, 2007, cited in Kaley, et al, 2012, p.1). Additionally Cottrell and Raadik-Cotterall (2010, p.10) suggest outdoor education provides opportunities for many social skills through cooperation, effective communication and motivation.
Social Skills
Riding is a social activity as the rider has to communicate with the horse, at the very least to give commands. This can be done in various ways such as signing or gestures. According to Rothe (2004, p.381) riders with poor communication skills, speech difficulties and interpersonal skills can find that communicating with the horse less threatening than directly with another person. Also, as horses are sensitive animals there is often a response to most forms of communication; this rewards the rider developing these skills. According to Bass (2009, p.2) children improve their social interaction and use of language during riding therapy in relation to standard speech and language therapy. In agreement, the author has observed a child who has had regular speech and language therapy make little improvement with social and communication skills. However after two terms of riding therapy a significant improvement in his communication skills was apparent. The child verbalised commands to the horse. In addition, Sams, et al (2006, p.273) investigated the effects of speech and language by incorporating animals versus standard speech and language therapy techniques. He hypothesized that the animal integrated therapy would elicit more social interaction and language use. The study results suggested that equine riding may be a valuable therapeutic option for children to improve social motivation and communication skills. In agreement, Foxall (2002, citied in Siri & Lyons, 2011, p. 57) reported children can learn verbal communication and interaction through the involvement of riding. In practice this could be developed further so the child is encouraged to communicate with the instructor and other riders within a session.
Cognitive Skills
The hands-on aspect of riding leads to cognitive skill improvement and allows children to discover and access strengths that cannot be challenged in the classroom setting (Dunning, 2003, p.33). Additionally, the inherent structure of riding, with its organization and rules, can be used as a learning tool for introducing and practicing self-regulation and decision making skills. Furthermore, children can learn verbal communication and interaction with peers through involvement of riding (Ahmeria, 2012, p.37). It has been suggested that horse riding might facilitate language acquisition and enhance verbal skills in children. This would occur as a result of the horse functioning both as a patient recipient of the child's talk and as an attractive verbal stimulus, prompting communication from the child in the form of praise, orders and encouragement (Kenio, et al, 2009, p.79-88). Bloom and Tinker (2001, cited in, Bartolotta & Shulman, 2009, p.45) emphasize social and emotional development and cognitive development in the process of language acquisition. In other words the child’s responsiveness to the horse and social influences establishes the motivation to learn how to communicate. On the other hand, according to Kerten and Thomas (2004, citied in Shultz, 2005, p.18) horses have the ability to mirror human body language. They can read non-verbal communication and react to it. In other words, in practice it has been observed that an autistic child with diminutive vocabulary was able to manoeuvre his horse where he wanted it to go, from the movement of his body. Furthermore cognition refers to our thinking skills; the ability to process information around us and then turn that information into actions (Knowles, 2011, p.69). The information the children have to process during a riding session is vast. It includes verbal instructions, responding to the horse’s actions and others in the session, planning ahead to carry out a movement around the school and not being distracted by people watching the session.
How does RDA support learning in the classroom?
RDA activities offer a great platform for learning, in an environment that is fun, engaging and rewarding (RDA, 2012, p.12). In a number of activities the riding lessons focus on literacy, numeracy and other key skills linked to the National Curriculum. Harris (2008, p.85) highlights the importance of learning should take place in a broad and balanced curriculum. Therefore children should have the opportunity to use and develop their skills in a wide range of contexts. Forming links between subject areas in equine assisted activities facilitates broader learning opportunities (QCDA, 2010, p.8). Through observing and supporting the children whilst riding, the author identified areas in which the children’s learning could be further developed. In this case, riding activities are taught as part of the children’s physical education lesson. Cross curricular links to literacy can be made through learning letters and sounds. Research evidence indicates that phonics teaching within a broad and rich curriculum enables children on average to make improved progress in reading words (DfES, 2006, p.10). Furthermore, children need a curriculum that takes risks, that allows them to develop their skills in interesting and exciting experiences (The Guardian, 2011, p.1). This statement is supported by Macauley and Gutierrez (2004, p.206) who report improved speech and language learning through equine- assisted activities was evident in comparison to those children who were taught by the more traditional ways of teaching phonics. However in the authors view this could be argued. For those children who have dyspraxia, then this method of learning could be problematic. Furthermore the activity must be treated in a way so that it is made fully accessible to meet the requirements and tailored to specific needs. (Weeks 2012, p.6) The author identifies this approach in ensuring the child is supported and encouraged to achieve. This delivers a holistic approach to the five outcomes of Every Child Matters (DfES, 2004, p.4). Therefore manoeuvring a horse and learning letter sounds could be a challenging experience. However to overcome these issues, it need not be problematic as the volunteer helpers walking with the child can hold the letters for the child to see clearly. By modifying the activity in this way, the barrier of learning has been removed to learning and participation (DfES, 2001, pp. 7-8). According to Brickel’s (1985, cited in Kruger & Serpell, 2006, p.27) learning theory, an explanation for children learning through equine assisted activities is based on the theory that an activity which is enjoyable and fun will reinforce learning. In agreement with Macauley and Gutierrez’s (2004) view, the author feels because of the outdoor setting and the use of horses, there is a significant decrease in the resistance to learning. In other words the children find this environment fun to learn in rather than the conventional way of learning phonics in the classroom. Furthermore improved motivation and attention through participating in an interesting and stimulating activity is apparent. (Refer to evidence of a language-learning lesson plan - Appendix B) What are the barriers to implementing riding as part of the curriculum?
Despite recognition of the positive impact that equine-assisted activities have on education and child development, physical education within schools is being increasingly challenged within education systems (Penney, et al, 2005, p.12). Barriers within schools that restrict practitioners providing physical education programs like RDA have been classified by Morgan and Hansen (2008, cited in Jenkinson & Benson, 2010, p.2) as being institutional. In other words out of the practitioner’s control. Research has highlighted many institutional barriers including budget constraints, funding, reductions in time provisions in the curriculum, socioeconomic status of the school, the crowded curriculum itself (Cottrell & Raadik-Cottell, 2010, p.10). A barrier at the authors setting is parents not authorizing their children to participate due to their perception of horse riding being dangerous or a ‘risky’ activity (Eibach & Mock, 2010, p.1). As a result of this, the author acknowledges that her practice needs to work collaboratively with the parents to inform them of the benefits that equine assisted activities can have on their child’s learning and development. (Refer to evidence of note home to parent - Appendix C)
Conclusion
Despite the long history and attention that equine-assisted interventions receive it can best be described as a category of promising complimentary practice that is still struggling to demonstrate its efficacy and validity.
There are very few current published studies measuring the effects of riding therapy programs. As demonstrated, equine-assisted interventions draw on an impressive variety of disciplines and perspectives. To move forward, studies must begin to focus on and answer some of the most basic questions. With a few exceptions, research is not up to date. There are very few current published studies measuring the effects of equine assisted programs for the author to critically analyse. For future practice to support the children’s learning and development, based upon knowledge and understanding, the author will work collaboratively within her setting to encourage the development of cross curricular planning to support the equine assisted activities. This could be the rationale for future
research.
Question –
. Do you feel animals could benefit learning and development in your setting?