A common frustration I often witness in riders, both through coaching and sport psychology, is that despite knowing what they should be doing, they find themselves doing something completely different. 

Let me give you two examples. 

Firstly, the rider who experiences anxiety when out hacking. They understand the importance of relaxing and maintaining a soft rein contact, but when anxiety arises, they find themselves grabbing or tightening the reins, even though they know this can have a negative impact on their horse. 

Secondly, the rider who understands that encouraging their horse to work in a softer, rounder outline doesn’t involve using a strong backward rein aid. Yet, when under pressure in a dressage test, or perhaps when they notice an unexpected spectator, they find themselves fighting to get their horse on the bit using exactly that technique. 

So why does this happen? And more importantly, how can we change these habits? 

Knowing what to do isn’t the same as knowing how to do it 

A useful starting point is understanding the difference between declarative and procedural knowledge. 

Declarative knowledge is knowing the ‘what’. It involves having a factual understanding of something and being able to describe it. For example, knowing that restrictive rein contact can cause a sensitive horse to become anxious. 

Procedural knowledge, on the other hand, is knowing the ‘how’. It is having the ability to execute a particular skill or action. For example, being able to maintain an appropriate rein contact while allowing the horse to move freely and comfortably. 

Some individuals have considerable knowledge of correct riding techniques but struggle to translate that understanding into their riding. Conversely, some individuals are exceptionally talented riders but struggle to articulate exactly what they are doing. This is one reason why being a talented rider doesn’t necessarily make someone a great coach, and why great coaches aren’t always the most naturally talented riders. 

The challenge, therefore, is not simply helping riders understand what they should be doing, but helping them develop the ability to put that knowledge into practice. 

Why do we develop unhelpful habits? 

Part of how we develop motor skills is through practice and experience. However, the movement patterns we establish aren’t necessarily always the most effective. 

Sometimes, we develop habitual ways of riding because, at some point, those behaviours have achieved something we wanted. 

In other words, the behaviour serves a purpose, even if it isn’t particularly effective in achieving the longer-term outcome we desire. 

Let’s return to our examples. 

The rider who grabs the reins when hacking is seeking to feel safe and in control. At some point, they may have learned to associate drawing back on the reins with gaining control of the horse. When they feel anxious, tightening the reins provides a familiar response and may offer temporary reassurance. This can reinforce the behaviour, making it more likely to happen again in similar situations. 

Similarly, the rider who uses a strong backward rein aid may have experienced a horse drawing its head in response to rein pressure. This can create the impression that they have achieved the desired outline, reinforcing the use of that technique, even though the resulting posture may not be correct. 

In both situations, the rider has developed a movement strategy that serves a perceived purpose. Simply telling them to stop doing it may not be enough. We need to understand what they are trying to achieve and help them discover a more effective way of achieving it. 

Understanding the ‘why’ before changing the ‘how’ 

If we want to change an established riding habit, I believe we need to start by understanding the intention behind it. 

What is the rider trying to achieve? What does the behaviour give them? What happens immediately before they do it, and what reinforces it afterwards? 

Once we understand this, we can begin to develop an alternative movement strategy that fulfils the same underlying goal. 

For example, if a rider grabs the reins because they want to feel safe and in control, simply telling them to soften their hands removes their familiar strategy without necessarily addressing their need for security. 

Instead, we need to help them develop an alternative way of achieving that feeling of security, perhaps through improving their balance, developing a more independent seat and learning to maintain a consistent contact without gripping. 

The aim isn’t simply to remove the old behaviour, but to develop a new one that is more effective. 

From knowing what to do, to being able to do it 

This brings us back to the difference between declarative and procedural knowledge. 

Understanding what needs to change is an important starting point, but developing a new movement pattern requires practice and experience. 

One way of supporting this process is to establish a clear goal and link it to a recognisable trigger or situation. This helps the rider understand not only what they are trying to achieve, but when and how they can begin to respond differently. 

Let’s break this down into four steps. 

1. Understand the intention behind the behaviour 

What is the rider trying to achieve? 

For example, a rider experiences anxiety when hacking and tightens the reins because they want to feel safe and in control. 

2. Identify an alternative movement solution 

We cannot simply take away an individual’s familiar response without helping them find an alternative. 

In this example, we might work on developing a more independent seat, improving balance and maintaining a softer, more consistent rein contact. The aim is to help the rider discover another way of feeling secure without relying on tightening the reins. 

3. Establish a trigger and a goal 

Recognise what prompts the habitual behaviour and identify what the rider would like to achieve instead. 

For example: 

Trigger: Noticing the horse becoming more forward or beginning to feel anxious when hacking. 

Goal: To maintain a feeling of security and control while allowing the horse to move freely. 

We can then establish a simple cue or intention to help the rider reconnect with the desired response when that situation arises. 

4. Develop the new behaviour through practice 

This is where we move beyond simply understanding what to do and begin developing the ability to do it. 

Through physical practice, mental rehearsal and appropriate feedback, we can help the rider become more familiar with the new movement pattern. 

Importantly, we can also help them recognise the benefits of the alternative behaviour. For example, noticing how maintaining a balanced seat and softer contact allows them to feel secure while also helping the horse remain more relaxed. 

Over time, with sufficient practice, the rider can become less reliant on consciously thinking through individual technical instructions and more capable of executing the new movement naturally. 

A final thought 

Changing a riding habit isn’t simply about telling yourself to stop doing something or trying harder to remember what you should be doing. 

It’s about understanding why you developed that behaviour in the first place, recognising what you are trying to achieve and discovering a more effective way of achieving it. 

The next time you find yourself repeating a riding habit you would like to change, perhaps the most useful question isn’t simply: 

‘What should I be doing differently?’ 

But rather: 

‘What am I trying to achieve by doing this, and is there a better way of achieving it?’