Interest in Humans: Comparisons between Riding School Lesson Equids and Assisted-Intervention Equids

Area of Science:

• Animal Behavior
• Equine Science
• Human-Animal Interaction

Background:

• The impact of equine-assisted interventions (EAI) on the perception and behavior of equids is not well understood.
• Standardized human-horse relationship tests are crucial for assessing equid perception and interaction.
• Factors such as age, sex, type, housing, and feeding conditions can influence equid behavior.

Purpose of the Study:

• To investigate the influence of different equine activities, specifically EAI versus riding school (RS) lessons, on equid behavior.
• To identify factors affecting equid interaction levels with humans during a standardized test.
• To explore potential reasons for observed behavioral differences in equids involved in EAI.

Main Methods:

• 172 equids from 12 riding centers participated in a standardized motionless person test.
• Data collected included equid age, sex, type (horse/pony), housing, and feeding conditions.
• Negative binomial general linear models were used to analyze interactive behaviors.

Main Results:

• Riding school (RS) equids exhibited more interactive behaviors than those in EAI or combined EAI-RS settings.
• Higher hay intake (>3 kg/day) correlated with increased equid interaction.
• Horses, geldings, and younger equids (3-15 years) showed more interaction than ponies, mares, and older equids (>15 years).

Conclusions:

• Equids involved in EAI display fewer interactive behaviors, suggesting potential influences of temperament selection, specific training, or welfare concerns like apathy.
• Dietary quantity and individual equid characteristics significantly impact their interaction levels with humans.
• The findings necessitate further research into the welfare and behavioral implications of EAI for equids.