Hartpury University Repository

Stanton, N.

Dobson, Andrew

The effect of caffeine supplementation on high-intensity, intermittent cycling performance with a work: rest ratio of 1:20 in collegiate rugby union players

Douglas, Jenni

Maximal aerobic power and lactate threshold in Novice female Event riders is affected by additional un-mounted training.

Lock, Judith E.

Montrose, V. Tamara

Gibbs, Melanie

Smiseth, Per T.

Moore, A. J.

Less is more: 
Mate choice and offspring viability in the burying beetle 
Judith E. Lock, V. Tamara Montrose, Melanie Gibbs, Per T. Smiseth and Allen J. Moore 
INTRODUCTION
• Reproduction in burying beetles requires a
small vertebrate carcass, for which males
may have to compete
• Burying beetles provide extensive
biparental care
RESEARCH QUESTIONS
• Is female mate choice driven by direct
(better father) or indirect (better
competitor) benefits?
• Is male body size an indicator of direct or
indirect benefits to the female?
METHODS 1
• Two males were tethered to either end of a
mouse using dental floss (Figure 1)
• A female was introduced and after inspecting
both males she made a choice, copulating with
one male
• Females, preferred and non-preferred males
were all digitised and pronotum length
measured as an indicator of body size
• The next day the female was blindly paired at
random with either her preferred or non-
preferred male
• The number of eggs laid 24 hours after pairing
was counted
• N=101
METHODS 2
• 72 hours after pairing, biparental care
behaviours were observed (provisioning
offspring and maintaining the carcass)
• Offspring life history traits recorded:
- Duration of parental care period
- Mass at end of parental care period
• N=43
RESULTS 1
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
Preferred Nonpreferred
P
r
o
n
o
tu
m
 s
iz
e
 (
c
m
)
Male status
Preferred males
were smaller than
non-preferred
males (Wilcoxon
sign-rank test
z=613.5,
P=0.027)
Preferred Nonpreferred
0
5
10
15
M
e
a
n
 n
u
m
b
e
r
 o
f 
e
g
g
s
la
id
 i
n
 1
s
t
2
4
 h
o
u
r
s
Male status
Females laid more
eggs in the first 24
hours after pairing
when mated to
their preferred
male (ANOVA
F1,62=6.129,
P=0.016)
RESULTS 2
• If a male provided any care, preferred males 
were more likely to care than non-preferred 
males (2  = 3.864, P = 0.049).
• Preferred males spent proportionally more time 
attending their offspring (Wilcoxon sign-rank test 
z = 2.230, P = 0.026). 
• Preferred males also provided proportionally 
more care within their biparental pair (Wilcoxon 
sign-rank test z = 2.079, P = 0.038).
T
im
e
 o
ff
s
p
r
in
g
 s
p
e
n
t 
o
n
 
c
a
r
c
a
s
s
 (
d
a
y
s
)
7
6
5
Preferred Nonpreferred
Male status
The offspring of
matings with the
preferred male spent
less time on the
carcass and thus
developed faster than
the offspring of the
non-preferred males
(ANOVA F1,380=50.096,
P<0.001).
The offspring of
matings with the
preferred males were
slightly heavier at
dispersal than the
offspring of the non-
preferred males
(ANOVA F1,380=8.439,
P=0.004).Male Status
O
ff
s
p
r
in
g
 m
a
s
s
 a
t 
d
is
p
e
r
s
a
l 
(
g
)
0.1
0.2
0.25
0.15
Preferred Nonpreferred
CONCLUSIONS
• Females prefer smaller males
• Preferred males are better fathers
• Offspring of preferred fathers are fitter
• Female choice is therefore driven by direct
benefits
FIGURE 1: MALES TETHERED TO MICE
View publication stats


English

Mate choice and offspring viability in the burying beetle

Lander, Jocelyn

Williams, Jane

Aspinall, Victoria

Behaviour and Handling of the Dog and Cat.

Winfield, J.

McDonald, Kirsty

INTRODUCTION: 
Equestrian instructors are not required to undertake personalised Continual 
Professional Development (CPD) post qualification, except once every two 
years to satisfy professional body requirements.  Geographical distribution of 
British Horse Society (BHS) instructors can lead to the feeling of isolation.  
Many BHS instructors are self employed and naturally protective of their 
commercial interests, resulting in a reluctance to share good practice with 
others.   
Anecdotally instructors reflect in practice but this is more often related to 
their performance as a rider or on the performance of their horse.  The 
ability to self-reflect as a rider or later as an instructor appears to be sub-
conscious in nature.  In nursing and education the process of reflection and 
mentoring are considered to enhance professional development (Boyd & 
Fales, 1993; Leyson, 2002; Young et al, 2005) and are actively scheduled 
into the educational development of staff.  It would be a benefit to explore 
the concepts of self reflection and mentoring and the impact that these have 
on equestrian instructors.   
This study aims to identify the impact and use of reflection through 
mentoring support to enhance elite equestrian instructor education.  The 
objectives of the study are to evaluate an effective reflective process that 
can be adapted into the equestrian industry and to appraise the use and role 
of mentoring within a distance learning environment to elite equestrian 
instructors.  
Contact author:  Kirsty.Lesniak@hartpury.ac.uk 
Centre for Performance in Equestrian Sports 
INDUSTRY APPLICATIONS:  
The study process was shown to be very 
accessible to instructors in potentially isolated 
areas or those working in a freelance capacity 
where commercial ownership of teaching skills 
is important and protected. 
REFERENCES: 
Boyd, E. and Fales, A. (1993) Reflective learning: Key 
to learning from experience.  Journal of Humanistic 
Psychology, 23(4) pp.99-117 
Leyson, S. (2002) Empowering practitioners: an 
unrealistic expectation of nurse education? Journal of 
Advanced Nursing, 40(4), pp. 466-474: Oxford: 
Blackwell Science Ltd 
Young, A.M., Bullough, R.V., Draper, L.K., Smith, L.K. 
and Erickson, L.B. (2005) Novice teacher growth and 
personal models of mentoring: Choosing compassion 
over inquiry: Mentoring and Tutoring: Partnership in 
Learning 13 (2) pp. 169-188 
The use of Reflective Practice to support Mentoring  
of Elite Equestrian Instructors 
Winfield J.R & McDonald, K.  
University of the West of England, Hartpury College, Gloucester, UK 
METHOD: 
The principles of purposive sampling were implemented, the 
consequence of which enabled three female equestrian instructors 
being selected, informed of the nature of the research and invited 
to participate.   
An initial telephone interview was conducted to explain the 
purpose of the study and the level of commitment that was 
expected from each of the participants.  An outline of how the 
study would be conducted, through individual pre-arranged 
telephone conversations, concluding with a joint focus group 
meeting with the other participants was discussed.  The reflective 
sheets (Table One) were provided to each of the participants so 
that they could use them as a personal record of reflection within 
their own teaching.  The reflective sheets would be numbered 
consecutively to allow the participant recollection of the session 
but would have no personal details or reference to the clients that 
were taught,   On completion of the four week study these sheets 
were to be returned to the researcher for analysis but not included 
within the study due to their confidential nature.  The telephone 
dialogue was identified as the opportunity for the participants to 
discuss with the researcher their personal development and utilise 
the conversation as support within a mentoring capacity.  
Table Two: Results:  Reflective Themes 
Reflective Practice Record Sheet 
Ref 
Date:  Number:  
 
Judgement, Decision making, Communication, 
Observation and Team working 
 
Assessment of the training event: What were the 
training aims and were they met for either the horse 
and / or rider?  
Feelings: As a coach how did you feel about the 
session and what was the impact upon the delivery to 
the rider / horse?  What did you think?  
Evaluation: Was this progression or consolidation?  
Analysis: Were the Aims met?  If Yes – how did this 
happen, what did you do well?   
If No, why not – safety, what was the limiting factors?  
Conclusion: Relate the achievement to the Aims of the 
rider.  How else could this outcome have been 
achieved?  
Action Plan: Would this session be repeatable because 
it was  Good / Structured.  
What added value could be brought to future sessions?  
Table Three: Results:  Mentoring Themes Table One:  Reflective Practice Record Sheet 
Boyd, E. and Fales, A. (1993) Reflective learning: Key to learning from experience.  Journal of Humanistic Psychology, 23(4) pp.99-117 
Raw data themes Higher Order Themes 
Emergent 
Themes 
Disciplined   
Tactic knowledge 
 
Conscious 
awareness 
Formality   
    
Unconsciously aware  
Arrogance 
 
Develop awareness   
Positive / negative 
awareness 
 
Unconscious 
competence 
 
Direction / directive   
     
Benefit to clients   
 
Acting 
 
Image as a 
professional 
Learning from 
experience 
  
Adjustments  Changes in practice  
Commercialism   
     
Experience   
Personal evaluation 
 
Benefit to self 
Depth of thinking   
Label thought  Emotions  
Frustration   
     
User friendly  
Disciplined 
 
Structured 
 
Practical use    
of sheets 
Ease of paperwork   
Reflection on 
paperwork 
  
 
Raw data themes Higher Order Themes 
Emergent 
Themes 
Refreshed attitude   
Development 
 
Refreshes & 
inspired 
Isolation in practice  
 
Highlighted things to 
consider 
 
Supportive 
 
     
More confident   
 
Arrogance 
 
Confidence in 
self 
In control   
Extrinsic influences  
 
Security 
 
Negativity   
     
Ownership  
 
Ownership of 
process by coach 
 
Unconscious 
competences 
 
Self-mentor as 
coach 
Subconscious role   
Responsibility for own 
progress 
  
   
     
Liked paperwork  
 
Short term & brief 
 
 
Weekly 
support 
Time scale (weekly 
preference) 
  
Pre-arranged  Supportive (sharing 
with another 
 
Non-invasive   
 
CONCLUSIONS: 
The participants positively bought into the study and readily engaged in the reflective process.  
During this process the instructors stated that they developed a positive cognitive awareness of 
their own ability which allowed then to take responsibility for their learning and ownership of 
their teaching skills.  The instructors considered that the mentoring process was supportive and 
useful in developing the ability to self-reflect through the weekly dialogues.  Consequently, this 
lead to their ability to self-mentor therefore acting as a suitable tool for CPD in this industry.  
To the author’s knowledge this is the first study to amalgamate reflection and mentoring in 
practice, specifically to this industry.  In order to support the development of current equestrian 
coaches within the UK, the opportunity for available and interactive support for professional 
instructors should be provided to ensure that they can feel valued.  Through their own 
education, the coaches can cascade and disseminate their tacit knowledge to their protégés and 
support future coach development and education within this theatre of practice.  The work done 
in this study and the understanding of the limitations that have been identified would act 
positively as a pilot study to be refined for direct use in the BHS Coach Education system. This 
study concluded that both a reflective element and a mentoring process are required to 
effectively empower equestrian instructors and facilitate a culture of lifelong learning.   


The use of reflective practice to support mentoring of elite equestrian instructors

Lewis, K.

Katie.lewis@hartpury.ac.uk / kirsty.mcdonald@hartpury.ac.u  
  
Postural Asymmetry & Leg Length Inequality in Riders  
While Static & in Sitting Trot. 
K. Lewis and K. McDonald. 
Hartpury College, Hartpury House, Gloucester, GL19 3BE. 
Introduction 
Symmetrical posture while horse riding is necessary for effective communication. The horse relies on physical signals from the rider (Kang et al 2010),  therefore 
postural or weight asymmetries could confuse the horse; negatively affecting its balance and potentially hindering competitive performance (Symes and Ellis 2009, 
Pugh and Bolin 2004).  Asymmetry of the rider’s shoulders has previously been correlated with leg length inequality (LLI) (Symmes and Ellis 2009); an asymmetry 
present in 90% of the general population (Knutson 2005).  This study aims to further the work by Symmes and Ellis (2009) and Lovett et al (2003), by identifying 
postural asymmetries between the left and right sides of the rider while stationary and in sitting in trot, and identify any correlation with leg length inequality. 
 
Method 
 Left and right perpendicular cameras were used to record a mixed discipline group of riders (mean age 20±1yr, mean height 170±5.5cm and mean weight 
68±9.4kg) on a mechanical horse while static, and in the highest and lowest positional points of the sitting trot. Dartfish computer software was used to identify the 
absolute angles of the upper arm (A1), the trunk (A2), the thigh (A3) and the lower leg (A4), and the relative angles of the shoulder (A5), the elbow (A6), the hip (A7) 
and the knee (A8) on both sides of the rider. The asymmetry in angles between the left and right sides was then compared.  Leg length was measured from the 
anterior superior iliac spine across the front of the leg to the medial malleolus.  
Results 
While the riders were static A1 was very highly significantly larger on the right side (P = 0.000) 
however no other angle showed significant differences between the left and right sides. Despite 
the lack of further statistical significance, data trends indicate the rider to be twisted to the left 
and carrying the right hand lower than the left.  In the highest point of the trot all angles were 
larger on the right side;  those with statistical significance were A1 (P<0.001), A3 (P<0.05), A7 
(P<0.05) and  A8 (P<0.01).  In comparison to the left twist position of the rider while static, the 
rider changes orientation and twists to the right in the lowest phase of the trot;  A4 (P<0.05) and 
A8 (P<0.05) being significantly larger on the left.  
 
A significant positive correlation was identified between LLI and the asymmetry value of A7 
(Figure 1).  This correlation supports the data trends within this study and indicated that the 
rider twists in a figure of eight movement  to absorb the motion of the trot; during this motion, 
the longer  left leg is more weight bearing causing the left rotation of the shoulders.   
0
5
10
15
20
25
1 3 5 7 9 11 13
A
sy
m
m
e
tr
y 
o
f 
th
e
 h
ip
 jo
in
t 
(d
e
gr
e
e
s)
 
Leg Length Inequality (mm) 
Figure 1:  Significant correlation between LLI and asymmetry of the hip joints 
Conclusion 
Rider asymmetry and LLI has been identified in the rider; confirming the anecdotal notion of the crooked rider and highlighting the possible causal pathway and relationship between 
asymmetry and LLI.  The longer left leg, present in 90% of the general population, is theorised to cause uneven weight distribution and unequal forces generated through the limbs 
create pelvic asymmetry. This pelvic rotation and force imbalance is then more readily deferred to, and more overtly displayed as anti-clockwise, or left rotation of the shoulders, as 
identified in this study. 
 
References 
Kang, O., Ryu, Y., Ryew, C., Oh, W., Lee, C. and Kang, M. (2010)  Comparative Analysis of Rider Position According to Skill Levels During Walk and Trot in Jeju Horse.  Human Movement Science 29:956-963. 
Lovett, T., Hodson-Tole, E. and Nankervis, K. (2003)  A Preliminary Investigation of Rider Position During Walk, Trot and Canter.  Equine and Comparative Exercise Physiology 2(2):71-76. 
Pugh, T. and Bolin, D. (2004)  Overuse Injuries in Equestrian Athletes.  Current Sports Medicine Reports 3:297-303. 
Symes, D. and Ellis, R. (2009)  A Preliminary Study Into Rider Asymmetry within Equitation. The Veterinary Journal 181:34-37. 


Asymmetry and leg length inequality in riders while static and in sitting trot

Forshaw, R.

The effect of variable resistance training on maximal strength and power in collegiate rugby players.

Farrell, Mary

Briefer, Elodie F.

McElligott, Alan G.

Assortative mating and polyandry in a large, polygynous deer species

The physiological demands of the three phases of competitive One-Day Eventing in Novice female Event riders

Pamment, J.

Brighton, J.

Relationship between aerobic fitness parameters and repeated sprint ability in collegiate soccer players.

Not a member yet