With Great Power Comes Great Responsibility: Equestrian Coaches, the Real 'Influencers' Within the Equestrian Community, Share Their Perspectives on a Sustainable Future

Lauren R. Tufton; Nichola Kentzer; Rosanna Walters-Symons

doi:10.64292/ijes.183

Authors

Lauren R. Tufton College of Health and Society, Buckinghamshire New University, Buckinghamshire HP11 2JZ, United Kingdom https://orcid.org/0000-0002-8432-869X
Nichola Kentzer School of Education, Childhood, Youth and Sport, The Open University, Buckinghamshire MK7 6AA, United Kingdom https://orcid.org/0000-0003-4646-5252
Rosanna Walters-Symons School of Health and Wellbeing, Plymouth Marjon University, Plymouth PL6 8BH, United Kingdom

DOI:

https://doi.org/10.64292/ijes.183

Keywords:

Equestrian coaching, coach–athlete relationship, human–horse relationship, equine welfare, equestrian sustainability, social license to operate

Abstract

Background and Aims: The sustainability of equestrianism, as a sport and as a way of life, is currently in jeopardy. This is primarily due to the growing societal concerns regarding equine welfare in performance sport and the associated unethical human behavior. Expanding upon a growing body of research and action within the sector, this study looks to those who stand in the middle of the arena to shed light on the antecedents and consequences of poor horsemanship and to explore how the industry as a whole can work together to ensure a sustainable future. Materials and Methods: Sixteen British Horse Society Fellows and/or United Kingdom Coaching Certificate Level 4 coaches were recruited for this qualitative study. Participants took part in guided roundtable discussions, which were audio/video recorded, transcribed, and then analyzed using thematic analysis. Results: Three high-order themes were identified. First, Individual Responsibilities in Equestrian Sport, with subthemes of human behavior change, advocating for the horse, and the coach as an ambassador for best practice. Second, Comprehensive Equestrian Coach Education, with subthemes of the role of mentorship, vicarious and continual learning, technical and coaching competencies, and formal coach education. Third, Collective Responsibilities in Equestrian Sport, with subthemes of horsemanship education, challenges and opportunities for sustainability, and cohesive practice for horse welfare. Conclusion: Coaches offer a vital source of counsel and are key influencers within the equestrian community and, therefore, should be considered instrumental in creating a sustainable future for equestrian sport from the inside out. To this end, equestrian coach education must ensure that, alongside technical and coaching competencies, the ability to demonstrate and teach the skills and values that provide psychological safety for humans involved in equestrianism is also taught and assessed.

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