Participation Experiences in Equestrian Sport for Female Horse-Riders with Attention Deficit Hyperactivity Disorder (ADHD)
DOI:
https://doi.org/10.64292/ijes.234Keywords:
Neurodiversity, horse–human relationship, emotional regulation, social connection, routineAbstract
Attention Deficit Hyperactivity Disorder (ADHD) affects 2–6% of the global population. Although equine interactions are known to provide psychosocial benefits for neurodivergent groups, there is limited research exploring experiences of individuals with ADHD participating in recreational horse-riding outside therapeutic contexts. This study investigated benefits and challenges of equestrian participation among female horse-riders with ADHD. Online semi-structured interviews were conducted with 11 female horse-riders (18–52 years, mean: 25.5 ± 9.4 years). Eight participants were formally diagnosed and three self-identified (Combined n = 5; Inattentive n = 3; Hyperactive n = 1; Unsure n = 2). Interviews explored participants' involvement in riding, their ADHD experiences, and how these influenced equestrian participation. Thematic analysis identified four themes: (1) Structure and Organization; (2) Feel-Good Factors; (3) Social Aspects; and (4) Barriers to Participation. Riders reported difficulties with time management and routines; however, riding helped develop these skills, offering structure through horse-care responsibilities. Participants described benefits linked to emotional regulation, physical activity, a sense of achievement, and a quiet mind. The horse-human relationship was identified as a central influence on participation, supporting routine, accountability, purpose, identity, and social connection, although judgment affected self-perception and engagement. Participation barriers included memory and processing verbal instructions, impacting training, competition, and employment. These findings suggest that benefits of equestrian participation may extend beyond physical activity alone, with the horse-human relationship acting as a facilitator of engagement despite challenges associated with ADHD. These findings provide novel perspectives on the experiences of horse-riders with ADHD and have implications for inclusive practice within equestrian coaching, workplaces, and competition.
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