Pattern recognition is an important piece of transferring short-term memories to long-term memories. Pattern recognition is how we learn things like the ABCs and cause-and-effect. It helps us predict and expect what comes next. Horses are all about pattern recognition and as therapeutic riding instructors, we can use this to our advantage.

Horses recognize that when the reins are pulled back, the bit moves back in their mouth, and they are inclined to stop in order to release the pressure in their mouth. Over time, they learn how to half-halt, bend, turn, collect, and extend through pressure from the reins. They learn cause-and-effect and know that each time the bit is pulled back with a certain amount of pressure, they are expected to stop. They recognize the pattern.

We can do this with our clients as well. With some variations, clients come to the barn, put on their helmet, enter the arena, and get on the step/block/ramp to mount. How many clients have you had that don’t say a word, they simply come in, helmet on, to the mounting area? That’s because the client has learned the pattern and created a routine.

If they can do this at the barn, how can we help them carry this skill over to home and/or school? What patterns do they need to build to wake up and brush their teeth every morning? How can the client learn to recognize that each morning at school, the backpack goes on a specific hook and they sit at a specific desk?

Pattern recognition is part of executive functioning, which mainly sits in the frontal lobe of the brain. There are a number of factors that impact executive functioning so finding what helps will change depending on clients, but there are a few general steps that can be used in the riding arena and at the barn:

1. Use visual timers. This works especially well if a client always needs to know what is next or when the lesson is over. The timer is a fantastic cue to say “warm-up is 5 minutes. When the timer goes off, I can tell you what’s next.”
2. Control impulses. This is what we do with horses anyway! We ask clients to regulate so they can keep their horse calm. We use breathing exercises or movement for the client to center their bodies. If clients are wiggling on the horse, we can utilize the movement of the horse (e.g., quick whoa and walk on) to help them regulate.
3. Focusing on the task. Here is another thing we naturally do in lessons. Clients need to focus on the task at hand, otherwise the horse may not complete it.

Think about this in your next lesson and report back! Chat with parents and caregivers if they have noticed any changes related to executive functioning in daily life. Executive functioning includes working memory, focus, emotion control, organization, flexibility, time management, and stress tolerance among other skills.