Horses for Courses: Identifying Coaching Capabilities and Contexts in Equestrian Coach Development Pathways

Amelia Campbell-Horne; Lorna Cameron; Lucy  Dumbell; Victoria Lewis

doi:10.64292/ijes.193

Authors

Amelia Campbell-Horne Department of Equine Sciences, Hartpury University, Hartpury, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0009-0009-0991-2392
Lorna Cameron Department of Equine Sciences, Hartpury University, Hartpury, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0009-0007-3377-2698
Lucy Dumbell Department of Equine Sciences, Hartpury University, Hartpury, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0000-0001-5125-6290
Victoria Lewis Department of Equine Sciences, Hartpury University, Hartpury, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0000-0002-4169-7217

DOI:

https://doi.org/10.64292/ijes.193

Keywords:

Equestrian, horse riding, expert coach

Abstract

The British Equestrian Federation (BEF) aims to improve coaching quality by identifying essential capabilities within different participant contexts. This study focused on the performance development context, examining the specific coaching skills required to tailor coach education effectively. Seven expert performance development coaches (n = 5 females; n = 2 males), identified by the BEF, participated in semi-structured interviews. Data were analyzed using a grounded theory approach to identify key coaching capabilities. Findings highlighted two major themes. First, expert coaches are coaches with expertise and experience, and effective coaches are empowering, as coaching extends beyond technical and tactical instruction, enabling athletes to become autonomous. Coaches recognized the importance of influencing riders psychologically and emotionally, not just through skill instruction. Coaches are open-minded, as they actively seek transferable skills and value knowledge from expert coaching in other sports, viewing cross-disciplinary learning as beneficial to their development. Secondly, expert coaches are adaptable, working comfortably across multiple contexts rather than exclusively within performance development. They emphasized that most coaching capabilities are required in all contexts, albeit to varying degrees. The pathway to expertise requires a substantial base of declarative and procedural knowledge, alongside extensive coaching, training, and competitive experience. While findings align with broader coaching literature, differences emerged due to the unique nature of equestrian sport, particularly the rider–horse dynamic. Further research into other coaching contexts is needed to develop a holistic understanding, ensuring these findings inform coach education across the equestrian sector.

References

Lewis V, Dumbell L, Cameron L, York S. The role of the coach in elite equestrian sport. Journal of Physical Fitness, Medicine and Treatment in Sports 2022;9:555771. https://doi.org/10.19080/JPFMTS.2022.09.555771.

Lundesjö Kvart S, Melander Bowden H. Instructing equestrian feel: On the art of teaching embodied knowledge. Scandinavian Journal of Educational Research 2021;66:290–305. https://doi.org/10.1080/00313831.2020.1869076.

Abraham A, Muir B, Morgan G. UK Centre for Coaching Excellence scoping project report: national and international best practice in Level 4 coach development. Sports Coach UK; 2010.

Cushion CJ, Nelson L, Armour K, Lyle J, Jones R, Sandford R, et al. Coach learning and development: A review of literature. Leeds, UK: Sports Coach UK; 2010.

Collins L, Collins D. Professional judgement and decision-making in adventure sports coaching: the role of interaction. Journal of Sports Sciences 2016;34:1231–9. https://doi.org/10.1080/02640414.2015.1105379.

Côté J, Saimela J, Trudel P, Baria A, Russell S. The coaching model: A grounded assessment of expert gymnastic coaches' knowledge. Journal of Sport and Exercise Psychology 1995;17:1–17. https://doi.org/10.1123/jsep.17.1.1.

Cushion C, Nelson L. Coach education and learning: developing the field. In: Potrac P, Gilbert W, Denison J, editors. Routledge Handbook of Sports Coaching, London: Routledge; 2013, p. 359–74.

Gallimore R, Gilbert W, Nater S. Ref lective practice and ongoing learning: a coach's 10-year journey. Reflective Practice 2014;15:268–88. https://doi.org/10.1080/14623943.2013.868790.

Allen J, Bell A, Lynn A, Taylor J, Lavalee D. Identifying excellent coaching practice along the sporting pathway. Leeds, UK: Sports Coach UK; 2012.

Elmeua González M, Šarabon N. The effects of a real-time visual kinetic feedback intervention on shock attenuation of the equestrian rider's trunk: a pilot study. Frontiers in Sports and Active Living 2022;4:899379. https://doi.org/10.3389/fspor.2022.899379.

Davies M, Stone JA, Davids K, Williams J, O'Sullivan M. Can't jump, won't jump: affordances of the horse-rider dyad underpin skill adaptation in showjumping using a constraints-led approach. International Journal of Sports Science & Coaching 2022;18:1313–9. https://doi.org/10.1177/17479541221107379.

Byström A, Egenvall A, Eisersiö M, Engell MT, Lykken S, Lundesjö Kvart S. The impact of teaching approach on horse and rider biomechanics during riding lessons. Heliyon 2025;11:e41947. https://doi.org/10.1016/j.heliyon.2025.e41947.

Navin AL. Skilled, active and qualified coaches: the development of a sport-specific coaching system to support the participant pathway. PhD Thesis. University of Northumbria, 2013.

Côté J, Gilbert W. An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching 2009;4:307–23. https://doi.org/10.1260/174795409789623892.

Knowles Z, Gilbourne D, Borrie A, Nevill A. Developing the reflective sports coach: a study exploring the processes of reflective practice within a higher education coaching programme. Reflective Practice 2001;2:185–207. https://doi.org/10.1080/14623940123820.

Sonesson S, Lindblom H, Hägglund M. To play or not to play, that is the question: an interview study with amateur football coaches on perceptions of pain during sports participation. BMJ Open Sport & Exercise Medicine 2024;10:e001941. https://doi.org/10.1136/bmjsem-2024-001941.

Ulas M, Adilogullari İ, Şenel E. Qualitative analysis of elite football players' causal attribution to not playing: A perspective of attribution theory. PLOS One 2025;20:e0325174. https://doi.org/10.1371/journal.pone.0325174.

Roberts R. Qualitative interview questions: Guidance for novice researchers. The Qualitative Report 2020;25:3185–203. https://doi.org/10.46743/2160-3715/2020.4640.

Charmaz K. Constructing grounded theory: A Practical Guide through qualitative analysis. London: Sage Publications; 2006.

Corbin J, Strauss A. Basics of Qualitative Research (3rd ed.): techniques and procedures for developing grounded theory. 3rd Edition. Thousand Oaks, CA: SAGE Publications Inc; 2008. https://doi.org/10.4135/9781452230153.

Introduction to coaching. British Equestrian 2025. https://online.flippingbook.com/view/36023317/ (accessed March 18, 2025).

Callary B, Werthner P, Trudel P. How meaningful episodic experiences influence the process of becoming an experienced coach. Qualitative Research in Sport, Exercise and Health 2012;4:420–38. https://doi.org/10.1080/2159676x.2012.712985.

Collins D, Taylor J, Ashford M, Collins L. It depends coaching – The most fundamental, simple and complex principle or a mere copout? Sports Coaching Review 2022:1–21. https://doi.org/10.1080/21640629.2022.2154189.

Gilbert W, Côté J. Defining coaching effectiveness: A focus on coaches' knowledge. In: Potrac P, Gilbert W, Denison J, editors. Routledge Handbook of Sports Coaching. 1st Edition, London: Routledge; 2013, p. 147–59.

Côté J. The development of coaching knowledge. International Journal of Sports Science & Coaching 2006;1:217–22. https://doi.org/10.1260/174795406778604609.

Nash C, Sproule J. Insights into experiences: Reflections of an expert and novice coach. International Journal of Sports Science & Coaching 2011;6:149–61. https://doi.org/10.1260/1747-9541.6.1.149.

Jones RL, Armour KM, Potrac P. Sports coaching cultures: From practice to theory. Psychology Press; 2004.

Stringer A, Lewis V, Davies E. Exploring professional riders' understanding and experience of feel within the equestrian dyad. Anthrozoös 2024;38:489–503. https://doi.org/10.1080/08927936.2024.2436729.

Hullinger AM, DiGirolamo JA. A professional development study: The lifelong journeys of coaches. International Coaching Psychology Review 2020;15:8–19. https://doi.org/10.53841/bpsicpr.2020.15.1.8.

Gilbert W, Côté J, Mallett C. Developmental paths and activities of successful sport coaches. International Journal of Sports Science & Coaching 2006;1:69–76. https://doi.org/10.1260/174795406776338526.

De Haan D, Dumbell L. Can sex-integrated sport provide a gender-equitable coaching environment? In: Norman L, editor. Improving Gender Equity in Sports Coaching. 1st Edition, London, UK: Routledge; 2021.

De Haan D, Dumbell LC. Equestrian sport at the Olympic Games from 1900 to 1948. The International Journal of the History of Sport 2016;33:648–65. https://doi.org/10.1080/09523367.2016.1195373.

Laske OE. From coach training to coach education: teaching coaching within a comprehensively evidence based framework. International Journal of Evidence Based Coaching and Mentoring 2006;4:45–57.

Durrand-Bush N, Thompson K, Salmela JH. Expert coaches and the coaching process. In: Hackfort D, Tenenbaum G, editors. Essential Processes for Attaining Peak Performance, UK: Meyer & Meyer Verlag; 2006, p. 72–91.

Dumbell L. Profiles of British equestrian Olympians: evaluating historical, socio-cultural and sporting influences and how they could inform equestrianism in the future. Doctoral Dissertation. University of the West of England, 2022.

Chan JT, Mallett CJ. The value of emotional intelligence for high performance coaching. International Journal of Sports Science & Coaching 2011;6:315–28. https://doi.org/10.1260/1747-9541.6.3.315.

McBride SD, Mills DS. Psychological factors affecting equine performance. BMC Veterinary Research 2012;8:180. https://doi.org/10.1186/1746-6148-8-180.

Wolframm I, Micklewright D. Pre-competitive levels of arousal and self-confidence among elite and non-elite equestrian riders. Comparative Exercise Physiology 2008;5:153–9. https://doi.org/10.1017/S1478061509356133.

Wolframm IA, Micklewright D. Pre-competitive arousal, perception of equine temperament and riding performance: do they interact? Comparative Exercise Physiology 2010;7:27–36. https://doi.org/10.1017/s1755254010000152.

Scopa C, Contalbrigo L, Greco A, Lanatà A, Scilingo EP, Baragli P. Emotional transfer in human–horse interaction: new perspectives on equine assisted interventions. Animals 2019;9:1030. https://doi.org/10.3390/ani9121030.

Potrac P, Jones R, Armour K. 'It's all about getting respect': The coaching behaviors of an expert English soccer coach. Sport, Education and Society 2002;7:183–202. https://doi.org/10.1080/1357332022000018869.

Jarvis P. Learning to be a person in society. Routledge; 2009.

Nelson LJ, Cushion CJ, Potrac P. Formal, nonformal and informal coach learning: a holistic conceptualisation. International Journal of Sports Science & Coaching 2006;1:247–59. https://doi.org/10.1260/174795406778604627.

Gilbert WD, Trudel P. Learning to coach through experience: reflection in model youth sport coaches. Journal of Teaching in Physical Education 2001;21:16–34. https://doi.org/10.1123/jtpe.21.1.16.

Roy X, Gavrila SE, Sercia P. Reflective practice: Helping coaches improve their coaching. International Journal of Strength and Conditioning 2021;1. https://doi.org/10.47206/ijsc.v1i1.55.

Gilbert W, Trudel P. The role of deliberate practice in becoming an expert coach: part 2 – reflection. Olympic Coach Magazine n.d.;24:35–44.

Martindale A, Collins D. A professional judgment and decision making case study: reflection-in-action research. The Sport Psychologist 2012;26:500–18. https://doi.org/10.1123/tsp.26.4.500.

Stoszkowski J, Collins D. Sources, topics and use of knowledge by coaches. Journal of Sports Sciences 2016;34:794–802. https://doi.org/10.1080/02640414.2015.1072279.

Rynne SB, Mallett CJ, Tinning R. Workplace learning of high performance sports coaches. Sport, Education and Society 2010;15:315–30. https://doi.org/10.1080/13573322.2010.493312.

Piggott D. Coaches' experiences of formal coach education: a critical sociological investigation. Sport, Education and Society 2012;17:535–54. https://doi.org/10.1080/13573322.2011.608949.

Araya J, Bennie A, O'Connor D. Understanding performance coach development: perceptions about a postgraduate coach education program. International Sport Coaching Journal 2015;2:3–14. https://doi.org/10.1123/iscj.2013-0036.

Stoszkowski J, Collins D. Communities of practice, social learning and networks: exploiting the social side of coach development. Sport, Education and Society 2012;19:773–88. https://doi.org/10.1080/13573322.2012.692671.