RIDING WORKSHEETS
2003
Prepared by
Lisa Moore
Home Again Services
Burns Lake, BC
INTRODUCTION TO
RIDING WORKSHEETS
The ability to accurately identify and describe how and why something is done is a part of what
differentiates excellent athletes and instructors from the average. Unfortunately, this ability describe a
motor skill (such as riding) does not always develop naturally with the ability to perform said motor skill.
It is not uncommon for students to either (a) do what their instructor tells them while they are being told but
not know what to do on their own, or to (b) know what to do but not to know why. An effective
horseperson must be able to independently provide the correct aids, at the correct time and for the correct
reason. Improved self-awareness and understanding of riding theory will always result in better riding.
As an instructor, it may be difficult to know if your students understand the theory behind their riding.
Many students cannot concentrate on what you are saying and concentrate on their riding at the same time.
Some students may feel uncomfortable asking their instructor questions (particularly if it is material they
should already know). Other students may not recognize the need to understand “why” unless it is brought
to their attention. Since instruction time is limited, it is important to spend as much time doing as possible
– but theory must not be overlooked. The theory can be taught in several different ways including:
 during walk and rest
 during discussion or wrap up at beginning or end of lesson
 at a separate time when the rider is not on a horse
Ideally the theory is provided while the riders are practicing so that they can combine what they are
feeling/doing with why they are doing it.
The following riding worksheets are intended to help instructors and students identify areas of riding theory
which may need more attention. Before attending testing every student should be able to comfortably
answer any questions relating to the how and why of their riding. Filling out the charts below will test their
knowledge and identify areas requiring clarification. In addition, writing something down requires that you
really know the information and allows you to easily review. The charts may be used in several ways
including:
 provided to the student for their own information
 provided to the student to be filled out and returned to riding instructor as an evaluation tool
to identify areas to focus on
 a tool for a student to approach an instructor with questions (for example, “I need to fill out
this chart, can you tell me what each of these aids does?”)
 a tool for those candidates required to teach during testing. Provided with copies of earlier
level worksheets, they can review the descriptions of and aids for various movements as they
prepare their lesson plans
 a review at the beginning of the riding season. Each worksheet progresses from the one
before it so students could fill out previous years worksheets to review aids
 a tool to help students to prepare for the topic that will be covered in the next riding lesson
(e.g., “Next lesson you will begin to learn the turn on the forehand. Please complete the two
sections on turn on the forehand in your worksheet using your Pony Club manual and bring
your worksheet to the next lesson.”)1
 a tool for instructors to structure lessons (for example, “By the end of today’s lesson we will
be able to do a turn on the forehand and you will write down the aids for the turn on the
forehand in your worksheet.” or “…to do a turn on the forehand and you will update or clarify
your worksheet.”)
1
In many cases, an instructor may choose to teach aids for a specific movement in a slightly different way
than is found in the reading material. It is much more important that the student knows how they ride and
why than it is to know what the required reading states. The worksheets will be most valuable if they are
completed based on the student’s personal experience not simply repeating the text. If the instructor uses
the worksheets as preparation for upcoming lessons, they may also wish to have students fill in a worksheet
without the use of a textbook in order to assess the student’s understanding of the topic.
Terms and suggestions found in the right hand columns of the charts are guidelines to help students think of
various aspects while they are filling in the charts. There may be some suggestions that do not pertain to
how that student performs that particular movement, and there may by some areas requiring descriptions
that are not listed. The right hand columns are intended to stimulate an orderly and thorough assessment of
aiding.
A note on young students: Young students are likely to require help reading and filling in their charts.
Working through these sections orally with each individual student will help instructors get a better
understanding of their student’s basic comprehension levels and identify areas requiring more simple
and/or specific instruction.