An Exploration Into the Impact of Equine Stakeholders' Curiosity-Driven Behavior on Equine Training Approach Choice, Learning Theory Awareness, and Application

Lilly Harris; Marianne  Freeman; Cameo  Knight; Lorna Cameron

doi:10.64292/ijes.210

Authors

Lilly Harris University Centre Sparsholt, Winchester, Hampshire, SO21 2NF, United Kingdom; Equine Department, Hartpury University, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0009-0009-2887-8513
Marianne Freeman University Centre Sparsholt, Winchester, Hampshire, SO21 2NF, United Kingdom https://orcid.org/0000-0002-7801-220X
Cameo Knight University Centre Sparsholt, Winchester, Hampshire, SO21 2NF, United Kingdom https://orcid.org/0009-0008-0606-1396
Lorna Cameron Equine Department, Hartpury University, Gloucester, GL19 3BE, United Kingdom https://orcid.org/0009-0007-3377-2698

DOI:

https://doi.org/10.64292/ijes.210

Keywords:

Equestrian, performance, psychology, horse–human dyad, teaching

Abstract

Gaps in equine stakeholders' understanding and application of learning theory principles continue to be identified within the equestrian industry. Differences in curiosity-driven behavior and engagement with diverse training approaches may contribute to variation in learning theory awareness and application. This study aimed to investigate relationships between stakeholder curiosity, training method choice reasoning, learning theory awareness, and practical application of learning theory principles. A questionnaire survey was completed by 52 equine stakeholders. Participants self-rated their learning theory awareness using a Numerical Rating Scale (NRS; 1–10) and completed a series of questions assessing learning theory definition knowledge and scenario-based application. Participants also reported the training methods they used and their reasoning for selecting them. Responses were categorized into curiosity groups (1 = not curious, 2 = somewhat curious, 3 = curious) based on the number of training approaches selected. Data were assessed for normality using Shapiro–Wilk tests. Depending on the data distribution, Kruskal–Wallis or one-way ANOVA tests were used to examine associations between curiosity level and three learning theory outcomes: self-rated awareness, definition knowledge, and scenario-based application. Higher curiosity levels were significantly associated with greater learning theory awareness (H(2) = 9.04, P = 0.01), learning theory definition scores (H(2) = 15.28, P = 0.01), and scenario-based learning theory application scores (F(2, 27.27) = 22.21, P < 0.01). Participants categorized as more curious demonstrated stronger overall performance across all learning theory outcome measures. Training method choice reasoning was not significantly associated with any learning theory outcome measure. These findings suggest that greater behavioral diversity in training approach engagement is associated with stronger learning theory awareness and application. Educational initiatives that promote critical exploration of training methodologies may help support engagement with learning theory and welfare-oriented practices.

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