10/06/2026
This is very much what Nancy Barnes focuses on during our jump lessons. We do not want to be jumpers… We who are participating want to be well-rounded riders. Jumping is just part of that extended education. Thinking about joining us? Reach out to Nancy Barnes.
One of the biggest shifts in a rider’s education happens when they stop simply reacting to what just happened and start preparing for what is about to happen.
A lot of beginner and intermediate riders ride one stride at a time. The horse falls through the corner, so they try to fix it after the corner. Maybe the horse's inside shoulder drifts and they correct it after the horse has drifted to the inside of the arena. These riders are constantly responding to problems that have already developed instead of preventing those problems in the first place.
As instructors, we can help riders learn to think one step ahead as these riders progress. Instead of only correcting the mistake afterward, start asking them what needs to happen before the movement begins. Before a transition, ask where they need to prepare and what needs to change in the horse’s balance before they give the aid. Before a corner, ask when they should begin organizing the bend. Before a jump, ask whether they already have the rhythm, direction, and balance they want before they turn onto the line.
This is where specific preparation points can be really useful. Rather than saying, “Get organized” give the rider a place where that organization needs to happen. You might say, “By this cone, I want the trot organized,” or, “Before you reach the corner, establish the bend.” For jumping, it might be, “Have your canter before you turn onto the line,” or, “Make your decision before you get to the fence.” Giving the rider a clear preparation point helps them understand that good riding often begins several strides before the actual movement.
Another useful exercise is to have the rider narrate what is coming next. Ask, “What do you need to prepare for before you get there?” This can be especially helpful for riders who tend to wait for constant instructor direction. Instead of riding until they hear the next command, they start planning their own ride.
You can also let them feel the difference between early preparation and late correction. Ride the same exercise twice, once with the rider preparing well in advance and once with them deliberately waiting too long. Then ask what changed. Did the transition feel smoother? Was the corner more balanced? Did the horse stay straighter? Did the rider need less rein or leg? That contrast can make the lesson much more meaningful because they are not just being told to prepare earlier. They can actually feel why it matters.
Ultimately, we want riders to move away from thinking, “Something went wrong, now fix it,” and toward, “I know what is coming, so I am going to prepare for it before it becomes a problem.” That shift from reacting to planning is one of the biggest steps toward independent riding and building "feel".
