Behavior Genetics of the Horse (Equus caballus) - Genetics and the Behavior of Domestic Animals - page 248

to remember that a time comes when foals are no longer fearful and may
refuse to accept the hug, the halter, or having their legs and feet handled.
This is a key point to remember, as motivation to resist handling can shift
from fear to learned resistance that is not fear-motivated ( Phillips et al.,
1998 ). Once the foals overcome their fear, the motivation for self-
gratification takes over, and resistance can be shaped by that attitude. Failing
to recognize the motivational shift and allowing the foals to pull away is a
mistake that, once made, can be difficult to correct. Motivational shifts can
occur at any stage of handling, from the initial hug and hold stage, to the
haltering stage, to the feet handling stage, and eventually to the learning to
lead stage. A firm “NO” at the beginning of a motivational shift is an impor-
tant reinforcement tool. This teaches the foals that they have to tolerate some
things, even if they don't want to. In the early training stages, failure to
recognize motivational shifts and deal with them accordingly can cause sub-
sequent resistance in the following stages of training. Learned resistance can
stay with foals throughout their lives. However, if too much force is used to
correct no-fear resistance and a foal starts to struggle, fear motivation can
take over. In less fearful foals, resistance caused by no-fear motivation is
stronger and more common. In fearful foals, resistance is primarily moti-
vated by fear.
The next step is teaching the foal to lead and stand tied. After the foal
used to wearing a halter and having a lead rope attached, the first author
starts by leading the mare and encouraging the foal to follow. He keeps the
lead rope loose on the foal so it can see it out front, but does not pull the
foal with the rope. Once the foal follows, he begins to apply light pressure
on the lead rope. In a short time, the foal can be led along with the mare:
short distances at first, then farther and farther. Secondary reinforcement
with a food reward begins at this stage. Using the “carrot and stick
principle,” he rewards the foal with a treat each time it moves forward will-
ingly. He also uses a calm, reassuring voice to help to establish rapid habitu-
ation. Learning to lead and stand tied are both done in the presence of the
mare. The first author teaches the foal to stand tied by leading both the mare
and the foal to the hitching post, tying the mare and wrapping the foal's lead
rope over the post. In the beginning, he drapes the lead rope over the hitching
post or wraps it around the post once and leaves it untied. This way, the foal
learns to see the rope stretched out in front of it, but if it becomes fearful and
pulls back, a fear of being tied can develop if is the foal is unable to get
away. Staying close to the foal in the beginning is important. First experi-
ences are critical to shaping future responses. A few minutes per week of
standing (untied) alongside the mare are usually enough. Each time, the foal
can be expected to stand for longer and longer periods. The first author never
leaves a foal tied alone until after weaning when more time is spent on teach-
ing the foal to accept being tied. To help the foal accept being tied alone, he
starts moving away from the foal throughout this process—a short distance at