Dog training as a business. OKD for dogs: description of the course and basic commands

1. Topic of the lesson: Teaching dogs to laying (landing, standing, voice, etc.) on command and consolidating previously developed skills - 2 hours.

2. The purpose of the lesson: 1) to give the handler the knowledge and skills necessary to work out the laying technique with the dog; 2) to develop in the dog an initial conditioned reflex to the command "Lie down"; 3) to achieve a clear performance of previously worked out skills in a group lesson.

3. Method of conducting and place of the lesson. Group exercises on the training ground

4. Material support: For demonstration of exercises - dog Aza (owner Rodimov), short and long leashes, one strict collar.

Tutorial: An amateur dog breeder, ed. DOSAAF, 1955, pp. 85-87.

5. Study questions and timing:

a) Checking the task - 20 min.

b) Guidelines to the study of the technique "laying the dog" - 15 min.

c) Group exercises for accustoming the dog to laying from the landing position - 15 min.

d) Break; dog walking - 10 min.

e) Group exercises to develop skills: approaching the leader, moving side by side, landing and laying down - 20 min.

f) Checking assimilation - 45 min.

g) Analysis of the lesson - 10 min.

h) Task - 5 min.

Ticket number 23

1. Peculiarities of dog training for guard duty.

Features of training dogs for protective guard duty:

Canine services of the Federal Penitentiary Service, the Ministry of Internal Affairs and the FSB use in their work dogs that have been trained in the course of the protective guard service (ZKS). The skills acquired by animals in the process of learning are used in the detention of offenders, their escort and protection, in the search for explosives and drugs, as well as in anti-terrorist operations. For the protection of people and military facilities, dogs trained under the ZKS program are also intended.

The tasks of the ZKS and the selection of dogs for her:

The service received its development from the former military areas in training. AT modern conditions On the basis of the training of the ZKS, the power structures of Russia are training guard, search, sentry and escort dogs. Depending on the specific type of service and the purpose of using the dog, a certain set of skills is selected for it, which the animal will have to be taught. Cynologists of the Ministry of Internal Affairs teach their pets not only the ZKS course, but also the ability to follow the trail, which is necessary for dogs of search and rescue services (PSS).

The animals that take the course develop special skills that are somewhat different from the skills required for search and rescue dogs. They must protect people and things, be able to detain and escort, and select things according to their individual smell. Given the specifics of the work, as a result of the training course, dogs develop distrust of strangers, vigilance, anger, attentiveness, and determination. The most suitable for ZKS are German and caucasian shepherd dogs, Airedales, Dobermans, Rottweilers, Great Danes and Boxers.

It is desirable that dogs have a balanced type of temperament; excitable dogs are less suitable for such work. And it is absolutely undesirable to take phlegmatic animals to the ZKS, which are poorly trained and amenable to training, passive and lazy. A dog with an unbalanced, excitable type of nervous activity, in which the defensive instinct predominates, needs additional compulsory training measures, for example: parforce. She must be especially carefully monitored during guard and search work. The dog should not get overexcited, getting a breakdown in the direction of the pathogen, otherwise he will lose the trail.

Pursuit reflex training method:

In the process of raising puppies for ZKS, stimuli such as teasing and running away are used. When training a young dog, it should be taken into account that any particularly sharp offensive provokes a retreat in the animal. And, conversely, seeing a clear retreat, the dog begins the pursuit. This moment is very important: a careless blow during an active attack can cause fear in a puppy, which will be quite difficult to overcome. A cautious and insinuating advance will usually cause the dog to lash out. At the same time, the trainer makes a "frightened look" and begins to retreat, which leads to a second, more powerful throw of the puppy forward.

When the pursuit reflex is fixed with several exercises, the action is complicated by the use of a rag or stick, with extreme caution. Third-party objects are used to form the dog's desire to take them away. The best way to do this is to try to pull the object out of the puppy's mouth immediately after grasping. Training should be done in such a way as to get the young dog interested in fighting as a game and to develop his defensive instinct. Having emerged victorious from the confrontation, the puppy should receive encouragement from the teacher in the form of treats and approving gestures.

Guard duty is much simpler than guard duty. The dog should bark at strangers and detain strangers when they try to enter the protected area. You can form and develop a watchdog reflex in a puppy much faster if you put him on a chain not far from the guard dog. Having got used to the behavior of a trained dog, the kid will adopt the stereotype and quickly learn on his own. The best breeds for guard duty are the Caucasian and Central Asian Shepherd Dogs, as well as the Moscow Watchdog.

Item selection:

Teaching a dog to accurately select human things by smell will help classes in the formation of the following skills:

At the command "Smell!" the animal is sniffing;

Differentiation of smells, selection of a person's smell from the rest;

The ability to choose a thing by the smell of a sample and bring it to the trainer.

The main commands in such classes are “Sniff!” and “Look!”, auxiliary - “Give!”, “Aport!”. It is advisable to work out these skills even before the animal develops aggression, so that anger at an outsider does not distract from the process of learning to select an object.

In the early stages, the dog should be able to choose things according to the smell of his trainer. The gloved helper lays out a few items in an open area that do not have the trainer's scent on them, and then walks aside. At a distance of three meters from the laid out things, the trainer allows the pet to sniff his object. To do this, he, having closed the mouth of the animal with his hand, brings a thing with a smell to his nose and, holding it at a distance of 2-5 cm, utters the command “Smell!” several times. After that, the mentor imperceptibly puts his object to the rest of the group, and, returning to the dog, gives it the command “Sniff!” with a characteristic hand gesture towards the laid out objects. The dog must choose a thing with the smell of the trainer and bring it. For correct execution, the trainer encourages his pet, while treats are always given with the left hand, and objects with the right. Complicating the task, you should train the dog to select the things of a stranger among objects that are devoid of smell. After mastering these skills, you should learn to choose a thing from several items with different smells. For an objective assessment of the dog's work, the trainer should change his assistants as often as possible.

Item security:

Protecting a thing, the animal is in a state of alertness for a long time, executing the main command “Protect!”. By the time of training, the dog should already be familiar with the commands: “Place!” and "Lie down!". In the process of learning to guard things, the dog also develops distrust and anger towards strangers.

At the first stage of training, the trainer ties the dog, gives it the command “Down!” and puts a familiar thing in front of her front paws. Then the command "Guard!" and the trainer stands next to his pet. At this time, the assistant passes several times past the dog, without approaching the guarded thing. If the dog shows aggression, the trainer stops it with the “Place!” command, because the dog should not pay attention to the person calmly passing by.

When the dog learns not to react to strangers, the assistant, passing by, tries to take the guarded object, pulling it towards him with a stick. The trainer gives the command "Guard!", prompting the dog to growl or rush at the assistant. If the pet copes with the task, it is encouraged. When the dog calms down, the action is repeated to consolidate the result. At the same time, the trainer does not allow the dog to pursue the assistant, pulling the leash and giving the command “Place!”. To complicate the task, the assistant can use a treat. The dog must not leave the guarded object and take food from the wrong hands. The correct behavior of the animal is necessarily encouraged by the trainer.

Preparation results service dogs largely depends on the organization and quality of the practical exercises.

Experience with dogs shows that it is more expedient to conduct classes in small groups of 6-8 people. Each such group is engaged separately, in a constantly changing area of ​​the terrain.

Due to the fact that it is impossible to establish a strictly unified method in training all dogs, classes are carried out individually, i.e. each trainer trains the dog assigned to him, taking into account its individual qualities, behavioral characteristics and susceptibility. Selects the appropriate stimuli and approach to it. Practicing Dog Skills general training constitutes one of important aspects training, therefore, during this period of training, it is necessary to adhere to the following scheme:

Establish a good relationship between trainer and dog;

To drown out unwanted connections (inclinations) in the dog;

Arouse in the dog a desire (interest) for classes, develop and develop the necessary conditioned reflexes;

Practice general obedience.

During this period of training, the trainer should be especially careful in handling the dog, since the slightest inaccuracies in actions, the technique of the technique used, a rough approach to the dog - all this can easily spoil it, deprive it of interest in classes. The handler must pay special attention to the behavior of the dog and his actions. Correct any mistakes in a timely manner.

The best time of the year for training is summer and early autumn. Since the heat reduces the activity of dogs, classes are held early in the morning and only as they consolidate their skills, they are gradually transferred to a hotter time of the day.

To ensure quality and methodological proper organization conducting practical classes, they should be well thought out by the trainer every time. The planned exercises for working out should be linked to the specific conditions of the area in which these exercises are held.

Often, inexperienced trainers turn the lesson into an unnecessary spectacle, require the dogs to take certain actions, not insisting on refusal to perform, or do not correct inaccuracies in the actions of dogs. Such events should not be allowed. In all cases of training, the trainer must demand timely and accurate execution of the order. Improving the skills of general training consists of little things, however, they should not be neglected, constant monitoring of actions and immediate correction develops in the dog the clarity of fulfilling the requirements.

In the process of training, one should not allow sluggish, fuzzy fulfillment by dogs of the next requirements.

If the trainer himself shows lethargy, slowness and sluggishness, then the dog's "interest" in the work may decrease, it will be indifferent to everything. In such cases, it is always necessary to remind trainers that when working with a dog one must be energetic and cheerful, this causes her mobility and activity in work. Along with this, it is necessary to constantly monitor the clarity in the pronunciation of contrasting commands - forcing and encouraging.

Approximately in the second half of the training course, it is often possible to observe that in some dogs the general activity in work begins to disappear. You should not be afraid of this: for dogs that have not yet developed reliability in performing skills, this phenomenon is natural. It is known that at the beginning of training for any newly introduced exercise, the dog shows a certain "interest". As time goes on, the previously performed exercises cease to be new, and her former “interest” in the work begins to decrease. In such cases, in order to restore the previous activity in fulfilling the requirements of the trainer, it is necessary to change the conditions of training for some time, transfer the hours of classes to another time of the day and temporarily exclude such an exercise, which is especially "tired" of the dog. However, it should be noted here that such a transitional moment in some dogs appears almost imperceptibly, while in others it is pronounced.

During training, you can not abuse the delicacy. If a dog receives meat for each exercise during training, then, as a rule, it will become constantly excited, look into the pocket (where the meat is located) and prematurely take off.

Rewarding with meat, as an unconditioned stimulus, is only a means to achieve the goal - to develop the skill we need. By abusing treats, we imperceptibly develop unwanted connections in dogs that will negatively affect the results of training.

Each moment of giving a treat should be associated with the team in an affectionate intonation, stroking the dog.

Don't give your dog a treat silently. This practice delays the development of auxiliary conditioned reflexes on intonation.

To speed up training, a young trainer sometimes forces the dog to lie on damp ground for a long time. If the dog has not yet developed reliability in fulfilling the requirements of the trainer, then such a method will only harm the cause: instead of speeding up, the training period may be delayed.

The trainer should be well aware that some of the skills practiced in dogs are closely linked and depend on one another, so it is necessary to follow a certain sequence in the classes. When, for example, the trainer succeeds in getting the dog interested in bringing retrieval items, it will be easier for him to train according to a special cycle. A dog "interested" in an retrieval item will always actively seek it out wherever it is hidden. In this way, the trainer will develop a general incentive for the dog to search.

If an outsider tries to take an apportation item that is near the dog, but she does not give it back, shows distrust of strangers, then this moment can be linked to the appropriate command to protect things, premises or objects. If the apportation object is taken away from the dog, then this, undoubtedly, facilitates the development of a thorough sniffing of the trace and an active search for the carried object.

Attempt stranger to take away from the tied dog the apportation object left by the owner or any thing will cause her anger and distrust of strangers. Such moments must be used when the dog guards things, develops anger in it and when it starts to detain the evader.

The dog's initial selection of retrieval objects belonging to the owner is the basis for the development of her sense of smell to select foreign objects by their smell.

A trainer who is dealing with a dog for the first time should be well aware of all the details of the relationship between the exercises being practiced. A poorly developed exercise, even a simple one, will adversely affect the development of subsequent, more complex skills.

Considering the retrieval as the most important exercise in the course of training, it should not be abused, otherwise dogs will be gone interest in this exercise.

In the second period of training, when anger is developed in the dog, it is allowed to detain the escaping, it is required to turn Special attention on the activation of defensive reactions and all the time to develop in the dog distrust of strangers.

To increase the general excitability of a dog during the development of anger in it, it is best to conduct classes at dusk among the bushes, creating rustles of various strengths.

With less vicious dogs, such classes are carried out as part of a group, the assistant teases the dogs in turn.

If a young dog is cowardly, then they attack its owner first. The absence of immediate danger develops her courage and anger. When launching such a dog for detention, the owner himself pursues the escaping, makes waves at him and detains. In such cases, the dog easily enters into a fight with an assistant, she develops courage and a strong grip.

During the "attack" and in general in all cases of the development of malice, the assistant should not strive to be the winner. It is necessary to stage actions in such a way that the dog is always the winner.

It is absolutely unacceptable at the beginning of classes for the protection of things by a dog to step on it from two opposite sides, such actions only unnerve the dog.

Very often it can be observed when the trainer, when guarding things with a dog, does not actively participate in the start-up for detention, is limited only to giving the “face” command. Such passive actions delay the development of anger in the dog. The trainer himself needs to fight with the assistant. In such cases, the dog pounces on him more actively and develops a strong grip.

Weak actions on the part of the assistant and the trainer's non-zealous attitude to the matter leads to a decrease in the quality of the classes. The trainer should pay particular attention to these remarks.

After detaining the evader, the dog and trainer accompany him to the surrender point. It should be pointed out here that at the final point the detainee should be handed over to a third party and that he himself should not be allowed to leave the dog.

In the third period of training during the development of skills special purpose it is especially required to follow the sequence, i.e., gradual transitions from easy to complex.

In tracking work, these transitions can be expressed in a lengthening of the track, a change in the hours of practice and time of day, etc. In guard duty dogs, this sequence should be observed when practicing alertness while the dog is on duty.

Gross mistake allow when, when teaching a dog to track work, they are excessively fond of laying the so-called “blind” tracks. It must be remembered that a “blind” track can be used only when the dog has a firmly established “interest” in the search and a well-developed differentiation of odors.

When training a dog to work on the trail, classes must be carried out on strictly control tracks. In such cases, the trainer knows well where the line of the track passes, corrects the dog in a timely and correct manner, if the latter for some reason goes astray. The control trail from beginning to end must be well known to the trainer.

As for "blind" tracks, they should be used mainly to check the search dog: how correctly it works according to the desired smell of the track.

There are many such facts when search dogs are distracted from the traces they are looking for on extraneous, random ones.

This happens because many dogs have not developed stable conditioned connections to work out the traces of the individual smell of the wanted one.

It is known that at proper training any dog ​​quickly gets used to his trainer. She definitely distinguishes his individual smell from all other distracting smells. Therefore, we often observe when a dog, having lost sight of his master, very quickly looks for him in the tracks, even if they are laid among many others. In this case, the individual smell of the owner serves as an irresistible irritant for her, and it is he who encourages her to follow precisely in his wake.

Attachment or, as experts say, the "interest" of the dog in the search for the owner is used in the method of training the search dog in the work by instinct. By successively increasing the complexity of technical techniques, the dog develops stable conditioned reflexes and skills to search for any person by the individual smell.

At the beginning of classes, the dog is encouraged to find the carried away object on the trail of the trainer (owner), and only then the dog is switched from searching for the trainer's thing to searching for an assistant. Then, by frequent replacement of helpers, a stable conditional connection is established for the dog to work out the trace according to the individual smell of any person.

However, in the course of preparation, we notice that in many search dogs the ability to understand individual smells is poorly developed. A study of training experience shows that there are mainly three reasons for this.

The same people are used as assistants. As a result, dogs develop a conditioned reflex only to the same smell. To overcome this shortcoming, it is necessary to constantly change assistants.

Simplify the learning environment. Many trainers do not take due care of its gradual complication. The training sessions are held in an area where no one walks, which means that the dog is not used to choosing the desired track from among others. And if it finds itself in such conditions as are shown in figure 20, when the sought-for track is crossed by many others, sometimes the dog goes on an extraneous track or stops working altogether.

But such conditions can develop not only during training sessions.

It is precisely because of the simplifications allowed in the process of training (training) that dogs often stop searching for violators in a real situation when their tracks are mixed with other tracks.

To avoid this, it is necessary to demand from trainers a gradual complication of the conditions of track work, to accustom the dog to the so-called fan selection of a track from a number of other tracks.

And finally, about the third reason. Let us imagine that the dog is applied to a track, which the trainer has previously studied well. He knows the starting point of the trace, the entire path of the tracer, the places where he threw objects, made turns, the points of intersection of the tracer's trace with another trace, and the end point of the desired trace.

But then the dog approached the place where the layer sharply deviated at an acute angle away from the line of his movement, the dog, by inertia, skipped the desired track and, as a rule, darted around. The trainer, with a command, gesture or movement of the leash, somewhat slows down the wrong actions of the dog and encourages it to intensively search for the lost trace. The dog sniffs and finally finds the required smell of the trail again. This is normal training or training on control tracks.

Here the trainer actively influences the behavior and actions of the dog. If he loses his track, he uses the appropriate signals and gestures that make the dog "sort out the situation" and again catch the scent of the lost trail. Another thing on the "blind" tracks. Here the trainer cannot be sure whether the dog is on the right track or has gone astray. Sometimes the trainer himself rips the dog off the trail, because it seemed to him that it was leading the wrong way.

A few such cases are enough to slow down in a poorly trained dog the conditioned reflex to the differentiation of odors that has been instilled in it. So, in order to eliminate the cause, it is necessary to train dogs on strictly control tracks.

An important role in the training of search dogs is played by the nature of the dog, that is, the type of nervous activity. Separate mistakes and failures, refusal to solve a difficult task very often should be sought precisely in the character of the dog. Thus, for example, slippage during turns of a trace, its loss or a slight transition to other extraneous traces (lack of differentiation) are inherent in the excitable type of dog.

Sometimes certification of search dogs is carried out after checking their work only in light conditions. A detective dog, in our opinion, can be certified only when it accurately differentiates smells on tracks. Working out one trace in open field or in the forest does not give the right to call a search dog.

Considering individual characteristics dogs, it is necessary to constantly peer into their behavior, select stimuli for better assimilation of the practiced skill, timely fight against undesirable phenomena in the process of training, constantly monitor the correct pronunciation of commands and intonations.

In the early days of guard dog training, when anger is required, the dog must not be attacked, sneaked up on, or hit from behind. Such actions cause her fear. The dog must always see the approaching "enemy". But even when staging an attack from the front, the helper must act in such a way that the dog always comes out as a “winner”.

The guard dog develops long-term alertness to rustles. To do this, gradually increase the time intervals (pauses) from the appearance of an assistant until the attack on the dog.

It is necessary to pay special attention to the value of the harness.

When serving on a collar from frequent and strong jerks of the dog, at moments strong arousal and barking, especially in the presence of a strongly stretched cable, one can always observe a decrease in the strength and volume of barking, turning into a squeal.

This phenomenon is quite understandable: the stronger the general excitement, the stronger the barking and throwing. Constant jerks of the collar when the dog throws pressure on the larynx and reduce the volume of barking. Therefore, for this type of service, it is recommended to use a strong harness instead of a collar.

It is best for guard dogs not to change guard sites, and it is even better when the dog is constantly at the guard site. In this case, the incentive to guard will be much stronger.

For rational and more correct setting learning guard dogs One piece of advice can be given to novice trainers: the conditions for sentry guarding should always be created exactly the same as they would be in the area of ​​the real situation. Therefore, you never need to "play" guard. So, for example, in no case should the trainer, having come to the place of sentry together with the assistant and the dog, suggest that the assistant go a little ahead to attack the dog.

Such an attitude to the organization of these classes, of course, will not cause the required reaction in the dog, because such a structure of classes is unnatural.

Must be created real conditions night watchdog - the dog gets used to such conditions as to the natural need for alertness.

It should not be forgotten that during classes, friendly conversations between the trainer and the assistant who teases the dog lead to a decrease in her anger and activity. Therefore, the trainer gives all instructions to the assistant when there is no dog.

In order for the organization of dog training classes to meet the requirements of a particular type of service, the following basic provisions should be observed.

The trainer must be well acquainted with the principles of organizing the type of service where the dog is used.

In the process of training, transitions from one exercise to another should not be allowed until the previous exercise is well worked out and tested.

Training of service dogs (except guard dogs) should not be carried out in the same area with the same assistants (except for the communications service).

In all cases of training sessions, assistants must be carefully instructed to avoid mistakes during work. Training sessions are considered mandatory and are conducted systematically.

In the process of training and training service dogs according to a special cycle, attention is paid to the fact that helpers perform their duties correctly. When errors are discovered or when the dog refuses to work, they immediately explain to inexperienced helpers the reasons for the errors and give specific instructions for their elimination.

Practical field training for service dogs is the most important part of the entire training. In practical classes, the student consolidates theoretical knowledge, receives methodological skills and practice in the technique of training service dogs.

Here we give advice, based on experience, for conducting practical training in the training of detective dogs.

Preparing for classes, the leader must first of all read special literature on the topic, study the area that is scheduled for classes, clarify the training of each dog and give instructions to students what they need to study and how to prepare for going to practical classes.

The leader must determine the task for each dog and the sequence of skill development, divide the area into sectors, determine required amount training items and equipment, draw up a plan-outline for conducting classes.

Subject. Training in dogs of general and special skills.

The purpose of the lesson.

1. Teach people how to develop general skills in dogs (walking the dog next to the trainer, seating the dog and laying).

To teach the technique of developing skills for auxiliary and special purposes (development of anger in dogs, start-up for detention, selection of objects and tracking work).

2. Develop conditioned reflexes to commands in dogs; sound signals and gestures within educational questions.

Time. 4 hours.

Place of employment. Field number 3.

Study questions and timing:

a) development of general skills (walking the dog next to the trainer, landing and laying the dog) - 35 minutes;

b) development of skills of an auxiliary nature (development of anger, start-up for detention and escort of the detainee) - 35 minutes;

c) development of special skills (selection of items and tracking work) - 80 minutes;

d) analysis of the conducted classes - 30 minutes;

e) movement to the place of employment and back - 60 minutes.

Material support:

Each student must have with him: a lightweight metal chain, a short and long leash, an retrieval object and several different items for sampling, a canvas coat, a treat and a training suit.

Individual tasks for trainers are made in two carbon copy copies. The second copy is cut and distributed to students on the eve of class.

The first training question is worked out in sector No. 1. Having announced the topic and purpose of the classes, the leader shows on a well-trained dog the technique of developing skills from; course of general training, then suggests that everyone should study independently, observing the progress of the classes. Any mistake noticed is immediately eliminated by the manager.

The second educational question is worked out in sector No. 3 after a selection of subjects. The leader checks in turn the dog is walking on detention, how skillfully the trainer controls the dog and how correctly and actively the assistant works.

The third educational question is worked out in sector No. 4. Having divided the students in pairs, the leader indicates to each pair the area on which the tracks will be laid.

One of the students plays the role of a trainer, the other - an assistant. The first gives tasks to the second, where and what kind of track should be laid and carefully observes the actions of the layer, remembering the places where the turns were made and where certain objects were left for control. Having laid the trail, the assistant remains at the end point, and the trainer starts the dog along the trail.

After working out the trace, the “detainee” is accompanied and transferred to a third party. After that, the students switch roles. During the work on the tracks, the leader pays the main attention to the students, who play the role of a trainer. He instills in them skills in managing a search dog, shows how to properly hold a long leash while the dog is working on the trail, how to let the dog go from the starting point and at an angle to the trail.

At the analysis of the conducted classes, the results are summed up. The leader explains in detail how the training questions were worked out.

Using the notes made during the classes, he concrete examples shows positive and negative sides in the actions of trainees, gives an assessment to each of them.

Then he indicates how the deficiencies should be corrected.

It should be noted that in the course of preparation for classes, a careful analysis of the degree of readiness of dogs by the leader plays a positive role. Thanks to this, he is able to correctly determine individual tasks for each dog.

By handing these tasks to the students the day before, he thereby helps them to better prepare for the lesson.

Having studied the area in advance and dividing it into certain sectors to work out each educational issue, the leader saves study time and creates a more intense atmosphere in the classroom.

The given version of the preparation for conducting classes is not mandatory and the best example, it is only approximate.

Methodology for checking trained and service dogs at the end of training. At the end of the training course, the test of knowledge and the identification of practical abilities of those trained in the technique of training and managing a service dog is often not carried out quite correctly.

The trainee's practical ability in technique and dog handling is usually assessed on only one or two types of work with the dog, and most often the assessment is made only on the result of the dog's work, and not on his ability to lead the dog. It is not right. In fact, why give a mark of “good” if the trainee only ran after the search dog on the trail? Similarly, when searching the area, if the dog found all the objects (things) located on the area, he was rated “good”, while in these specific cases the trainee did not show any methodological training and practical abilities personally in working with the dog.

At the end of the training course, we should be interested in the methodical preparation of the trainee, his instructor abilities in training and the practical control of the dog during work.

In order to most objectively assess the abilities and determine the student's assessment for one or another type practical training, it is recommended to organize test sessions in the following order.

General training course. Pupils with dogs are in common formation. The inspector calls the trainee, who goes to the indicated place with the dog, calls his last name and the dog's nickname. Inspector: invites him to show how this or that skill is technically built (practiced) in a dog. For example, sit, lie down, etc. After the performance, the examiner gives the student an appropriate mark.

According to the section of the special cycle (trace work and search of the area). Students are divided into pairs. Each pair is indicated a section of the terrain on which they must use dogs in turn, that is, to show their methodological training and instructor abilities.

Arriving at the indicated area of ​​the terrain, the trainer instructs the assistant to lay such and such a trail for the dog ... or scatter so many objects there.

When the assistant does all this, the one who is in the role of a trainer reports to the inspector about his readiness to use the dog. Having received permission, he uses the dog, and the inspector observes his actions and evaluates his practical abilities, after which this pair changes roles: the student who used the dog first becomes an assistant.

With such an organization of testing sessions, there is a full opportunity to reveal: how much the trainee is methodically prepared, especially when he gives the task to the assistant, and how skillfully he guides the dog during work. Simultaneously with the check of the trainee, the checker also observes the quality of the training of the dogs during the work and also gives them an appropriate assessment.

The success of training depends on the correct methodological organization practical lessons. In these classes, handlers receive the skills necessary to train dogs in general and special courses.

Dog training is carried out in two ways: by instructor-methodical exercises during group exercises on training grounds and by individual work with each dog.

The DOSAAF instructors cannot daily control the training of dogs prepared individually. Therefore, classes conducted under the guidance of instructors at training grounds are especially responsible. Here they not only clearly explain the methodology and technique of working out one or another method of training, but give every fancier-dog breeder feasible tasks for training a dog at home.

Organizational and methodological preparation for classes should begin with the staffing of training groups. In one training group, it is recommended to take no more than 10-12 dogs of approximately the same age (empty females should not be allowed to practice). Dogs that have undergone training (for example, a general course) are combined into a separate group.

Classes in this group should be based on improving the skills and training of dogs for any special service.

Before you start training, you need to accustom the dogs to each other, to slow down their aggressive reaction. To do this, it is necessary to carry out joint walking of dogs of the same group, timely suppressing the aggressive reaction of dogs to each other and their attempts to excessive play.

Such walking should first be carried out on short leashes. The lesson of each study group must be carried out separately from other groups, avoiding the presence of strangers. Training must begin in light conditions, achieving a clear and trouble-free execution of the commands and gestures of the trainer. It is recommended to work out several tricks in parallel.

Instructors must carefully prepare for each training session, get acquainted with the program and schedule of classes, this will determine the topic, purpose, content of the lesson, correctly calculate the time and choose the right place for the lesson. The instructor conducts the lesson, guided by the relevant sections of the training manual. For clarity, the instructor shows the technique of working out one or another training technique on his dog. If he does not have his own dog, you can choose two or three dogs in each training group, which, under the guidance of an instructor, will perform certain actions.

The lesson plan must necessarily indicate: the topic, purpose and method of conducting the lesson, its material support and the necessary teaching aids. Here you need to provide a list of educational issues worked out in this lesson. An example lesson plan is shown below.

1. Topic of the lesson: Teaching dogs to pack on command and consolidating previously developed skills - 2 hours.

2. The purpose of the lesson: 1) to give the handlers the knowledge and skills necessary to work out the laying technique with the dog; 2) to develop in the dog an initial conditioned reflex to the command "Lie down"; 3) to achieve a clear performance of previously worked out skills in a group lesson.

3. Method of conducting and place of the lesson. Group exercises on the training ground

4. Material support: To demonstrate the exercises - the dog Aza (owner Rodimov), short and long leashes, one strict collar.

Tutorial: Dog breeder lover, ed. DOSAAF, 1955, pp. 85-87.

5. Study questions and timing:

a) Checking the task - 20 min.

b) Guidelines for the development of the technique "laying the dog" - 15 min.

c) Group exercises for accustoming the dog to laying from the landing position - 15 min.

d) Break; dog walking - 10 min.

e) Group exercises to develop skills: approaching the leader, moving side by side, landing and laying down - 20 min.

f) Checking assimilation - 45 min.

g) Analysis of the lesson - 10 min.

h) Task - 5 min.

Before each practical session, it is necessary to walk the dogs (5-10 min.). After that, you should line up the group in one line and proceed to check the task. To do this, the instructor alternately calls three or four counselors with dogs from the group. At the instruction of the instructor, they move a few steps away from the group and the counselors (according to the task) make their pets perform certain exercises. At the same time, counselors are not limited only to showing the work, but also explain the methodology for working out training techniques.

After checking the task, the instructor reports the topic, task and procedure for the next lesson and explains the methodology and technique for performing the newly developed training technique. The instructor's story is accompanied by a demonstration of all actions on the dog. Then one or two leaders are offered to repeat the shown actions on their dogs. After that, group exercises begin, performed on the instructions of the instructor.

In group exercises, all the techniques of the general course of training can be worked out. The handlers line up in one line at a distance of four to five steps from each other (dogs with an aggressive reaction to each other should be placed in various places). At first, they keep the dogs on short leashes, then move on to work on long leashes, and subsequently without leashes.

The place of handlers with dogs in the group must be constant for all classes.

To develop endurance in dogs in various provisions the instructor gives the command: “From the dogs to (so many) steps, straight (to the right, left) forward with a step (or run) march!”.

Before moving away from the dog, each handler gives it the appropriate command (“Sit”, “Lie down”, etc.) and, having moved away, continues to follow the dog. If the dog tries to break the restraint, you need to give a command in a threatening intonation; if it is necessary to return to the dog and force it to take a certain position, the guide, having moved away, must turn to face the dog.

To control the behavior of dogs at a distance, the instructor gives the command: “On the right (left) one by one, at the command (gesture), put (put) the dogs!” After the instructor's command, the handlers, if necessary, name their dogs and give the appropriate commands (gestures). To return to the dogs, the command “To the dogs with a step (run) march” is given, after which the counselors return to their pets and encourage them.

If the dog does not follow a command or a gesture given from a distance, the handler must approach it without waiting for the instructor's command and force it to perform the required action. If the dog breaks the restraint and runs up to the trainer, you need to take it by the leash and with light jerks, accompanied by the command “Place” - “Sit” (“Place” - “Lie down”, etc.), given in a threatening intonation, return the dog to place. In a group lesson, dogs are sent in turn to serve the apportation object.

During group exercises, handlers with dogs move in a column one at a time. The movement begins at the command of the instructor "Step march". Before starting the movement, the handlers are obliged to give the dogs the “Near” command (they also do the same and, if necessary, change the direction of movement).

To test and train dogs on general exchange rate training, you can successfully use group classes in a circle; it is recommended to alternate classes in a circle with classes in one line. To do this, at the instructor’s command “In a circle, march at a pace”, the handlers with dogs move in a column one at a time, gradually increasing the intervals, close the circle with a diameter of 30-50 m and then move (or stop) along its circumference. The intervals between the leaders are set by the instructor, who is in the center of the circle. Circle training allows the instructor to notice and correct the handlers' mistakes, in addition, they teach the dogs to be less distracted by each other.

If there are appropriate conditions (sufficient size of the training area), it is recommended to alternate group exercises with individual ones. To do this, at the command of the instructor, the handlers with the dogs diverge from each other by 30-50 m.

At the end of the lesson, you need to call again one or two counselors and invite them to show the achievements of the dog in front of the whole group.

In conclusion, you should summarize the lesson, make brief analysis, Mark the best trainers and point out errors. After that, a homework assignment is given, which ensures the development and consolidation of the skills of the general course.

Individual training sessions at home should be held regularly for at least 30 minutes. in a day. It is recommended to start them before feeding or 2 hours after it. best time are early morning hours.

Initial training exercises should be carried out in calm conditions, in an environment familiar to the dog (apartment, yard, etc.). Gradually, the working conditions of the dog must be complicated. To this end, it is recommended to walk with the dog to crowded places (boulevards, parks, streets, etc.) and start each lesson with small walk in a new place for the dog. When a passive-defensive reaction is manifested, it is necessary to calm the dog with affection, giving treats, exclaiming “Good” and, if necessary, distracting it with a game. In the event of an active-defensive reaction, as well as with various undesirable actions, a prohibition should be used (the “Fu” command).

During training, it is necessary to observe the principle of constancy of signals (commands, gestures) and do not forget to reward the dog for correct execution actions.

Training according to special techniques can be started only after the dog has mastered the skills that discipline its behavior (approach to the trainer, movement next to it, landing with endurance, cessation of undesirable actions, presentation of the object); even better if by this time the general course of training will be completed in in full(with the exception of guard and riding service).

Special training techniques are mainly worked out through individual exercises. Group exercises can be carried out only according to certain methods (for example, a group lesson on the development of viciousness in dogs, initial training for driving service).

For special training, various conditions are required (especially for training guard and search dogs). But even on the training site, a number of special techniques can be successfully worked out (selection of a thing, selection of a person from a thing, protection of a thing, development of viciousness, detention and escort).

Teaching dogs for tracking work, searching the area, towing a skier, driving service must be carried out when various conditions(day and night in any weather, on various soil and snow cover, etc.).

The instructor staff should be especially carefully prepared for conducting classes in special training. Great attention should be paid to the choice of a place for classes, material support, and the selection of assistants. Before each lesson, assistants should be well instructed.

1. Theme. Training the dog to search the area - 4 hours.

Class. Developing a dog's skill in a zigzag search for objects.

Purpose of the lesson. To give handlers the knowledge necessary for the skillful training of dogs to search the area. To develop in dogs a conditioned reflex to the command "Search" and a zigzag search of the area.

2. Method of conducting and place of the lesson. Individual exercises at the edge of the Ivanovo forest.

3. Material support: Apportion items, long leashes, treats; to show the exercises - the dog Rex (owner Dedova).

Ensure the presence of two assistants.

4. Tutorial: "Service Dog", ed. Selkhozgiz, pp. 347-349.

5. Study questions and timing:

a) Methodological instructions and study of the "search of the area" technique, accompanied by a demonstration of the dog's actions - 20 min.

b) Breakdown of terrain for individual exercises with dogs - 20 min.

c) Instructions on the sequence of work of dogs - 10 min.

d) Preparatory work of assistants - 20 min.

e) Individual exercises of handlers with dogs under the guidance of an instructor - 1 hour 30 minutes.

f) Analysis of the lesson with the whole group - 10 min.

g) Task - 10 min.

Note. The counselors who let the dogs through to search the area conduct a training on general practices.

In order to better understand the behavior of dogs during the training process, it is recommended that each trainer-counselor keep a diary. It notes the date, month, time, weather conditions and place of employment, gives a list of practices worked out, a brief description of the method of their study (taste-promoting, contrast, etc.), the behavior of the dog and the results achieved in this lesson. Such a diary facilitates the analysis of training, makes available individual approach to the dog and helps the trainer to notice and correct the mistakes made in time.

Service dog training technique Sakharov Nikolai Alekseevich

Approximate plan-outline of conducting practical classes on training service dogs

Subject. Training in dogs of general and special skills.

The purpose of the lesson.

1. Teach people how to develop general skills in dogs (walking the dog next to the trainer, seating the dog and laying).

To teach the technique of developing skills for auxiliary and special purposes (development of anger in dogs, start-up for detention, selection of objects and tracking work).

2. Develop conditioned reflexes to commands in dogs; sound signals and gestures within educational questions.

Time. 4 hours.

Place of employment. Field number 3.

Study questions and timing:

a) development of general skills (walking the dog next to the trainer, landing and laying the dog) - 35 minutes;

b) development of skills of an auxiliary nature (development of anger, start-up for detention and escort of the detainee) - 35 minutes;

c) development of special skills (selection of items and tracking work) - 80 minutes;

d) analysis of the conducted classes - 30 minutes;

e) movement to the place of employment and back - 60 minutes.

Material support:

Each student should have with him: a lightweight metal chain, a short and long leash, an apportation object and several different items for sampling, a canvas coat, a treat and a training suit.

Individual tasks for trainers are made in two carbon copy copies. The second copy is cut and distributed to students on the eve of class.

The first training question is worked out in sector No. 1. Having announced the topic and purpose of the classes, the leader shows on a well-trained dog the technique of developing skills from; course of general training, then suggests that everyone should study independently, observing the progress of the classes. Any mistake noticed is immediately eliminated by the manager.

5. Additional instructions on the method of conducting practical exercises with the dog 1) The dog should be trained 2 times a day - in the morning and in the evening. It must be remembered that sometimes fifteen minutes of well-organized classes will be more useful than an hour of boring and ill-conceived