Course Content
Which class should I take? Below is a general description of the basic courses that Kelly offers. If you are unsure of which class to take, send us an e-mail and let us know.
|
|
Knowledge, Skill and Confidence Build Savvy
Most riding schools focus on just that ... riding. But that's only part of the skill and knowledge we need to become safe and skillful with horses. Horses are much more than just a riding animal -- they're an attitude on four legs! Horses have instincts, thoughts and emotions about people, and this determines how they respond or react, whether positively or negatively.
Without realizing it, people can trigger survival instincts in a horse and the consequences can be great! A horse does not think he's going to be hurt -- he believes he's going to be killed and will do anything to escape if he perceives his survival is threatened. Because we aren't normally taught how a horse thinks, then the bolting, rearing, striking, bucking, kicking and biting are labeled vices when, in fact, they are sure signs of defense, domination, or disrespect. Understanding horse psychology is essential to becoming skillful with horses.
|
Online Level 1 / Beginning 2 Workshop
Basic ground skills including the seven games and figure of 8 patterns. Also, included: basic prey/predator psychology, horsenalities and tool savvy.
Equipment Needed:
Halter, 12 foot line, carrot stick and string.
|
Freestyle Level 1, Beginning 2
Now that your horse is safe on the ground, develop saddling savvy. Riding skills include basic rein positions: indirect, direct and lateral. Begin learning level 2 riding patterns including the question box, weave, figure of 8 and follow the rail. Also included: basic fluidity concepts.
Equipment Needed:
Halter, 12 foot line, carrot stick and string, saddle and hackamore or bridle (Parelli equipment preferred).
|
Level 2
This class will cover the online skills in level 2 including giving the seven games purpose, transitions and change of direction on the circle and sideways without a fence and the figure of 8 and weave patterns. Freestyle skills in level two will be covered including saddling savvy, basic rein positions, Level 2 Patterns to help your horse balance their whoa and go, and the seven games under saddle.
Equipment Needed:
Halter, 12 foot line, 22 foot line, bridle, saddle, and carrot stick and string.
|
Level 3: Advancing towards refinement.
Refine your online skills to help prepare you and your horse for refinement on the ground and then translate this into the saddle. We will be reviewing the level 3 freestyle patterns such as the figure of Follow the Rail, Figure-8, Question Box and Cloverleaf. Under saddle, we will focus on freestyle and the ingredients needed to develop a strong partnership that you will need for the refinement of finesse.
Equipment Needed:
Two 22 foot lines or NEW PNH long lines, available thru Parelli- these are highly recommended! Saddle, bridle, one or two carrot sticks.
|
Advanced Level 3 - Beginning 4
In this course, you will continue to develop your online skills as well as begin to develop liberty skills to communicate at a higher level with your horse. Further developing freestyle- we will review the patterns (Follow the Rail, Figure-8, Question Box, Cloverleaf) and begin to play with them at a beginning level 4 level. Using this as your foundation, we will begin to develop the ingredients for finesse!
|
Level 4 Online and Liberty
Now you will take your online to a different level- begin playing with the flank rope and neck rope as well as the long lines. Prep for flying lead changes online. You will learn to further develop your phases so that they now begin to be more subtle and almost invisible. We will begin to develop Liberty in a larger space.
|
Level 4 Freestyle and beginning refinement
Focus on the remaining patterns at a level 4 level, with just a neck string and one stick (you can always keep the bridle on for a safety net!) Lateral movements such as leg yields, shoulder in and haunches in will be covered as well as beginning concepts of contact.
|
|
