Why Three’s the Magic Number in Horse Riding Lessons

Introduction: The Importance of Structured Learning in Horse Riding

Whether you’re a new rider just finding your seat or an instructor guiding students through their first canter, you’ve probably noticed a pattern in horse riding lessons: instructors rarely introduce more than three new concepts at a time. This isn’t just a teaching quirk—it’s rooted in how the human brain (and even the horse’s mind) absorbs, processes, and stores new information. Let’s explore why the “rule of three” exists, compare how humans and horses learn, and see how these ideas connect to the conscious incompetence model—a powerful framework for skill development in the saddle.

The Rule of Three: Why Only Three New Things?

Have you ever tried to juggle more than three new ideas at once? It can feel overwhelming, and that’s not just you—there’s solid science behind it. In horse riding, introducing only three new concepts in a lesson helps keep learning focused and manageable. This approach prevents cognitive overload, allowing students to actually retain and apply what they learn, rather than leaving the arena with a head full of confusion.

Human Brain Capacity: The Science Behind Learning Limits

Our brains are wonderfully complex, but they do have limits. Research in cognitive psychology shows that the average person can actively process about three to four new pieces of information at a time. This is related to our “working memory”—the mental space where we temporarily hold and manipulate information. Overloading this space can lead to mistakes, frustration, and slower progress. By sticking to the “three things” rule, instructors help riders build confidence and competence, one step at a time.

How Horses Learn: Comparing Human and Equine Minds

It’s not just riders who benefit from this structured approach—horses, too, have their own learning limits. Horses are prey animals whose brains are wired for survival, not for multi-tasking. They learn best through clear, consistent cues and repetition, and can become confused or stressed if too many new signals are introduced at once. Like humans, horses need time to process and consolidate new information. This is why successful training, whether for groundwork or ridden work, is broken into small, achievable steps.

The Four Stages of Competence Model: Stages of Learning Explained

The journey from beginner to skilled rider follows a pattern known as the “Four Stages of Competence” model, which outlines four stages:

1. Unconscious Incompetence: You don’t know what you don’t know. Everything is new and unfamiliar.

2. Conscious Incompetence: You’re aware of what you can’t do yet. Mistakes are common, but you know what you need to work on.

3. Conscious Competence: You can perform the skill, but it takes effort and concentration.

4. Unconscious Competence: The skill becomes second nature. You do it automatically, without thinking.

By introducing only a few new concepts at a time, instructors help students move through these stages smoothly, building solid foundations before layering on complexity.

From Conscious Effort to Unconscious Skill: Achieving Automated Responses

Think back to when you first learnt to post the trot or pick up the correct canter lead. At first, every step required conscious effort—heels down, eyes up, hands steady. Over time, with practice and repetition, these skills become automatic. This transition from conscious effort to unconscious competence is the ultimate goal in riding. It frees up mental space to focus on new challenges, communicate more clearly with your horse, and truly enjoy the ride.

Practical Implications: Tips for Riders and Instructors

• For Riders: Don’t be discouraged if you can’t master everything at once. Focus on a few key points each lesson and celebrate your progress. Always go back to something that you know or works for you and your horse (i.e. you can't get that canter to the left, focus on leg yields from left to right).

• For Instructors: Structure lessons to introduce no more than three new concepts. Allow time for repetition and consolidation before moving on. Always seek clarification with your student and get them to communicate back to you their version of what they have just learnt.

• For Both: Remember that both human and horse need time to process new information. Patience and consistency are your best tools.

Licking and Chewing: For Horses and Riders

I will often say that we know horses need to lick and chew to process. I also apply this "lick and chew" with students. I will often stop in the lesson and get my students to have a "lick and chew" break. So they can breathe, reset and reflect on what they have learnt.

Sometimes, students may need days to "lick and chew", post learning something new. As a coach, be open to having your students come back to you with questions for clarification. Being open to answering these will also deepen your relationship and trust with your students. And students, don't be afraid to ask questions! This is part of learning. If your coach doesn't encourage this or allow this, maybe they are not aligned to your learning style. Want to know more about your learning style and selecting the right coach, check out this post.

Conclusion: Embracing Effective Learning for Horse and Rider

Horse riding is a journey, not a race. By understanding the natural limits of our brains and our horses’ minds, we set ourselves up for safer, more enjoyable, and more successful learning experiences. The “three new things” rule isn’t just a teaching strategy—it’s a reflection of how both species learn best. So next time you head into a lesson, embrace the process, trust the model, and know that every step—no matter how small—brings you closer to riding with true skill and harmony.