Clean Run - March 2011 - 17

I think it is a lot of fun to try to figure out what dogs are thinking (over a beer after the class or clinic). When actually training, though, we simply have no way of knowing what dogs are thinking, so we need to rely on the science of animal training. How to Help: To help these handlers improve, I like to teach them about the science of classical and operant conditioning. But, rather than make it too clinical, I use explanations that are fun and can evoke laughter (like equating states of arousal to Goldilocks trying those three bowls of porridge). Also, a great way to learn how to apply learning theory is to play simple shaping games with the people and dogs. Have the handler shape the dog to do something simple (such as put his feet in a basket). This helps these handlers see the value in allowing the dogs to work through some failure while learning how to select and reinforce criteria—while still having fun! Then, as the handler gets more confident, the skills and understanding are soon applied to agility training. Who: This student has impossibly high expectations for herself and her dog and is outcome-oriented, obsessing on titles, wins, and so on. This same student is also likely to want instant results without putting in the time and patience for proper training and preparation. Doggie Difficulties: Some of these dogs have incredibly high drive and find the work self-reinforcing enough to tolerate the high number of repetitions. Conversely, many of the dogs handled by this type of student will slow down over time due to too many repetitions. However, the vast majority of these dogs will be lacking in foundation skills because the handler is likely to skip over some big steps in training, which will lead to errors in the ring. Challenge: This student is likely to overanalyze, obsess on any mistakes, compare her dog’s progress to others, and demand far too many repetitions of the dog, hoping to get the exercise perfect. I know we have all had moMarch 11 | Clean Run

ments like these in training. However, it is important to not allow this to become a lifestyle as it sets up the handler and dog for failure. Most dogs cannot handle the volume of repetition without diluting their speed and desire for the game, while the handler may be perpetually disappointed when she is unable to achieve her unrealistic goals. How to Help: To change the handlers’ views, I encourage them to set performance goals rather than outcome goals. This sets them up to concentrate on training and execution, instead of qualifying, titles, or placements. And, achieving performance goals can be quite easy, eliminating the disappointment from their training. Performance goals can also lead to great outcomes. I also like to use phrases such as “really good” and “roughly right” rather than “perfect.” After all, no human or dog can be perfect, but we all have the potential to master being “really good” and “roughly right.” Who: This student constantly replies with “Yeah, but... ” to your questions or guidance, and seems to have an excuse for everything. Doggie Difficulties: Dog problems can be wide-ranging, from lack of focus (due to the handler not embracing the need to work through distractions) to lack of understanding (due to inconsistent training) to aggression or arousal problems (due to the handler being in denial or trying to manage the problem) to no difficulties whatsoever (some yeah-but handlers are very talented and experienced dog trainers). Challenge: This student is most likely to raise the hackles of instructors. However, research on adult learning styles shows a yeah-but response is a very common form of learning for adults. It is easy to be turned off by the oppositional feel of the yeah-but student and to get tired of excuses. However, I think that yeah-but replies and excuses are simply an outlet for a student’s feelings of insecurity. How to Help: In classes and especially clinics, I tell the students that I welcome

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Clean Run - March 2011

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