Equestrianism is currently facing a range of pressing challenges. These challenges, which are largely based on evolving attitudes to ethics and equine wellbeing, have consequences for the sport’s social licence to operate. The factors that may have contributed to the current situation include overarching societal trends, specific aspects of the equestrian sector, and factors rooted in human nature. If equestrianism is to flourish, it is evident that much needs to change, not the least,human behaviour. To this end, using established behaviour change frameworks that have been scientifically validated and are rooted in practice — most notably, Michie et al.’s COM-B model and Behaviour Change Wheel — could be of practical value for developing and implementing equine welfare strategies. This review summarises the theoretical underpinnings of some behaviour change frameworks and provides a practical, step-by-step approach to designing an effective behaviour change intervention. A real-world example is provided through the retrospective analysis of an intervention strategy that aimed to increase the use of learning theory in (educational) veterinary practice. We contend that the incorporation of effective behaviour change interventions into any equine welfare improvement strategy may help to safeguard the future of equestrianism.
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Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts.
Animal welfare is a multidimensional phenomenon and currently its on-farm assessment requires complex, multidimensional frameworks involving farm audits which are time-consuming, infrequent and expensive. The core principle of precision agriculture is to use sensor technologies to improve the efficiency of resource use by targeting resources to where they give a benefit. Precision livestock farming (PLF) enables farm animal management to move away from the group level to monitoring and managing individual animals. A range of precision livestock monitoring and control technologies have been developed, primarily to improve livestock production efficiency. Examples include using camera systems monitoring the movement of housed broiler chickens to detect problems with feeding systems or disease and leg-mounted accelerometers enabling the detection of the early stages of lameness in dairy cows. These systems are already improving farm animal welfare by, for example, improving the detection of health issues enabling more rapid treatment, or the detection of problems with feeding systems helping to reduce the risk of hunger. Environmental monitoring and control in buildings can improve animal comfort, and automatic milking systems facilitate animal choice and improve human-animal interactions. Although these precision livestock technologies monitor some parameters relevant to farm animal welfare (e.g. feeding, health), none of the systems yet provide the broad, multidimensional integration that is required to give a complete assessment of an animal’s welfare. However, data from PLF sensors could potentially be integrated into automated animal welfare assessment systems, although further research is needed to define and validate this approach.
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