This page contains a Flash digital edition of a book.
BENEFITS OF THE BALL GAME


◗ Rolling a ball helps give the horse an exercise/rea- son to lower his head and stretch his neck and back.


◗ Rolling a ball challenges his creativity and appeals to his natural curiosity.


◗ Rolling a ball usually trig- gers his herding instinct. ◗ Rolling a ball requires the horse to use both of his eyes and eventually, nose-eye coordination while his feet are moving.


◗ Rolling a ball is a fun way for you to interact with your horse.


Teaching a horse to herd or roll a big ball can be an interest- ing study as some horses develop the ability to control and even predict the moving direction of the ball. Horses that respond in this manner demonstrate a completely diff erent and higher level of use- able intelligence than horses who


only respond to a cue. Learning to anticipate or predict the outcome of where the ball will end up is the sign of a very clever equine mind.


HERE’S HOW TO START… Place the ball where your equine student


can see it in his normal surroundings, such as the aisle of the barn or next to his paddock. Let him get used to seeing you push it around with you as you feed or go about your chores, and leave it “parked” next to his stall or paddock for a few days. When the horse is accustomed to the big


side, either in-hand or at liberty, as you slowly roll the ball in front of you. Aſt er the fi rst few laps of rolling the ball as he watches, begin to use either your outstretched fi ngers or the but of a whip to slowly move the ball as you both follow or track it around the perimeter of the enclosure. Next begin teaching him to


touch the ball with his nose. Your body position should mimic the move that you are requesting from your horse: head lowered, eyes focused inquiringly on the ball. Most horses will reach forward to investigate the ball with the nose. When this happens, immediately reward him either with a word of praise and an encouraging stroke on the shoulder or a small food treat. At fi rst the horse may only


lower his head a couple of inch- es to look more closely at the ball, which he should be praised for. When he actually touches it even briefl y, reward him and make


ball as a part of the scenery, it is time to take him and the ball into a training stall, aisle of the barn or small square corral, preferably with a level fl oor. We like to let the horse track the ball before


we start teaching him to herd it. Working cow horses are initially allowed to visually track or follow a cow before they are started on ac- tual cow work. Walk wi th


the horse at your


a big deal out of his action. Most horses will learn in short order that touching the ball pleases you and/or earns a treat or cookie. T is is a good time to condition the horse to the verbal cue of “Push It” even when he is only touching it. In the fi rst ses-


LEFT: Allen stays right with Taba to entice him to touch the ball. In Tricks of Engagement, both horse and hu- man must stay engaged. It expedites learning if herd- ing the ball is always in a controlled situation, such as a small corral or training stall. TOP: Taba’s response is perfect as Allen tells him to “Push It.” T e telescoping of the neck builds muscle and relaxation and begins to prepare the horse’s muscle memory for his future athletic career. T is is a good example of gymnastic development that will benefi t the horse his entire life.


48 | December 2011 • WWW.TRAILBLAZERMAGAZINE.US


Taba, a yearling, is introduced to the big ball in a controlled situation. Allen slowly rolls it away from him as he keeps Taba close by. Rolling the ball away from him helps him think it is retreating from him, which gives him courage.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100