Dog training as a business. Service Dog Training Programs

In the training of DOSAAF members in service dog breeding, as well as in the training and testing of service dogs, a very important role belongs to training grounds, which are a kind of centers academic work service dog clubs DOSAAF. All the main classes are held here with members of service dog breeding clubs.

In the organization and conduct of classes, along with experienced specialists, instructors who do not have sufficient methodological experience often participate. Taking into account this circumstance, this chapter has been written, covering the issues of organization and methods of conducting classes on the training ground, as well as individual organizational measures preceding these classes.

One of the very important preparatory activities is the acquisition of training groups. The training groups are staffed by the club throughout the year in such a way as to ensure the continuous operation of the existing training grounds. When recruiting groups, club members living in the same area are usually enrolled in one group, which is then assigned to the nearest training ground.

According to the general course of training and for each of the special services, separate groups are created.

When completing groups according to the general course of training, where the training of amateur trainers with their own dogs takes place, a very careful selection of dogs is not required according to the exterior and constitution, typical behavioral features and predominant reactions, acuity of hearing, vision and smell. However, only breeds should be included in training. healthy dogs not younger than 10-12 months.

As a rule, dogs are enrolled in training groups for special services on the recommendations of instructors who have conducted classes in a group of amateur trainers and have studied these dogs well.

The size of the study group should not exceed 10-12 people.

After the training group is completed, an instructor is attached to it, who organizes and conducts classes at the training site and is responsible to the club for the quality of training of trainers and the training of their dogs.

Many years of experience in training work carried out at the training grounds of DOSAAF service dog breeding clubs shows that the quality of training of trainers and dog training is directly dependent on the methodological skills of the instructor staff, the nature of the organization and the methodology for conducting classes.

The organization and methodology of conducting any class, including classes at the training ground, is a creative process that does not fit into any scheme. At the same time, there is much in common in the process of organizing and conducting classes on the training ground, which every instructor should know and do.

Given that the training programs for amateur trainers and dog trainers of special services provide, along with the training of club members, dog training, the following forms of conducting classes are recommended: class-group, practical, control and verification and final.

On class-group In the classroom, the instructor gives the students of the group new tasks and repeats the material covered with them, accompanying his explanations with a demonstration of the relevant techniques, showing layouts and various visual aids. The number of class-group lessons is determined by the program and schedule of classes.

In class-group classes, they study mainly theoretical issues, for example theoretical basis training, methods and techniques of dog training (partially), rules and standards of testing.

At the class-group lessons, the students of the group learn to correctly apply the acquired knowledge in the process of training dogs in the general course and special services.

The main form of work on the training site are workshops during which students, under the guidance of an instructor, acquire the necessary skills self-training dogs, as well as the skills to prepare dogs for tests and competitions. It is also very important that in the process practical exercises all theoretical knowledge is firmly fixed.

Control and verification, and final classes are held periodically in the course of study, as well as at the end of training. They will allow you to control the degree of assimilation of the material passed by the students, to determine the depth and strength of their knowledge and the quality of practical skills.

Particular stress is required from the instructor for classes held on the training ground, during which he not only trains the members of the club, but also trains dogs together with them. The specificity of such classes requires that the instructor set several learning goals for each lesson. So, the main objective should provide for the development of trainees experience and skills necessary for successful training dogs. The remaining tasks are set before the students in the process of their work with dogs.

In order for the classes to be instructive and bring maximum benefit, the instructor must carefully prepare for them. Instructor training should begin with familiarization with the timetable. This allows you to immediately understand the topic and learning objectives, briefly determine the content, time, method and place of the lesson, and choose the right teaching aids. He thinks in advance how to present the educational material more intelligibly, how to instill in the listeners the independence and initiative that are necessary for working with dogs.

Having determined the learning objectives of the lesson, the instructor selects and carefully studies the manuals and textbooks recommended in the schedule. Particular attention should be paid to those sections and chapters of the manuals on which classes will be conducted.

To ensure greater clarity and an exemplary demonstration of all techniques, the instructor independently works out the technique of building techniques in advance, determines the teaching methods and the sequence of the lesson.

Then he determines what literature should be recommended to students for self-study, calculates the study time and prepares an outline plan. In addition, the duties of the instructor include the selection and preparation of a place for classes, which is very important for organizing classes with dog trainers for special services.

A few words about the outline plan. The quality and scope of the outline plan depend on general level training and methodological skill of the instructor, as well as how carefully he prepares for classes.

The outline plan for conducting classes at the training site can be text or graphic. The choice of the form of the outline plan is determined by the topic of the lesson and the level of methodological experience of the instructor. But regardless of the form, the outline plan should contain the following data: topic, learning objectives, method, place and time of the lesson; instructions on the nature of material support and a list of teaching aids; a list of educational issues, techniques and skills to be developed in the classroom; description of individual homework assignments for each trainer.

An example graphic outline is shown below.

1. Topic number 1. The initial formation of conditioned reflexes and bringing them to skills during the development of the general course of dog training - 8 hours.

2. Lesson 3. Training the dog to approach the trainer. The complication and consolidation of the skills previously formed in the dog.

3. Learning objectives of the lesson:

1. Teach trainers how to practice the technique.

2. To form in the dog the initial conditioned reflex to the command.

3. To achieve a clear implementation by the trainer of previously worked out techniques; to achieve from the dog a clear performance of previously formed skills.

4. Method, time and place of the lesson: a practical demonstration, accompanied by a brief explanation, and repetition by the trainees of the shown technique; training in performing the technique until it is fully mastered by the method of group and individual exercises - 2 hours; training site.

5. Material support for the lesson: for showing the technique - for training dog trainers, collars, drill and elongated leashes and a treat (for each trainer).

6. Tutorials : book, ed. DOSAAF, 1957, pp. 76–80, 84–89, 122.

Let's take a closer look at the given outline plan.

The topics of the program, depending on the volume and content, are studied in one or more lessons. Each lesson is a complete whole and consists of introductory, main and final parts. At the same time, the next lesson should be organically connected with the previous and subsequent ones.

Introduction is the organizing beginning of the lesson, as it directs the attention of students to the solution of specific educational problems.

Each lesson should begin with checking the degree of assimilation by students of the material previously covered and with checking the completion of homework. This will make sure that the trainers have well developed techniques and skills and whether they successfully apply knowledge in training their dogs. For this purpose, it is recommended to check within 10-15 minutes. two or three trainers, previously outlined in the plan-outline. The instructor must carefully monitor the correctness of the answers and the actions of the student in order to supplement it in time or correct the mistake he made.

The best instructors-methodologists widely involve students themselves in such testing. Specified methodical technique gives good results, as it increases the activity and attention of the whole group to what is happening in the classroom.

After checking the completion of homework, students should be informed about the topic and learning objectives of the upcoming lesson, formulated in the plan-outline. When setting educational objectives, it is very important that the trainees clearly understand what is required of them, as well as what standards they must achieve in training their dogs as a result of this lesson and, in general, when practicing a certain technique.

Then begins main, especially important part of the lesson when the instructor, together with the trainees, begins to complete the learning tasks. Here it is necessary to apply, taking into account the objectives of the lesson, such methods and techniques that maintain the listeners' keen interest in the lesson, develop in them the initiative and activity necessary for dog training.

It is recommended to study the technique of building a reception, pronunciation of commands and giving a gesture when practicing a skill in a dog, for example, as follows.

The instructor stands in the center of the circle (square), on which listeners are located at an interval of three or four steps from each other.

First, the instructor names the skill, pointing out the purpose and practical necessity of its development in the dog. Then he lists the conditioned and unconditioned stimuli, as well as the possible and most appropriate training methods used in the formation of a habit.

After that, he takes the dog Rex and shows the technique of practicing the technique, first as a whole, and then by elements, accompanying the demonstration with a brief explanation of his actions.

In conclusion, the instructor lists the requirements and standards for the dog after the skill has been fully developed. If necessary, the demonstration of the technique of performing the reception can be repeated several times.

To make sure that the trainees correctly understood the actions shown, one or two trainers should be forced to demonstrate the performance of the technique. In the course of such a check, it is necessary to clarify and supplement the trainees, and if necessary, repeat the demonstration of the reception.

After making sure that the listeners of the group have clearly mastered the technique of building the technique, you can proceed to practicing this technique with dogs by the method of group exercises in a circle. Complex skills must first be worked out by elements, and simple ones as a whole.

Being in the center of the circle, the instructor closely monitors the actions of the trainees and promptly corrects the mistakes they make. If it turns out that most trainers make the same mistakes, then they need to be corrected by re-showing the technique and additional explanation for all listeners. Mistakes made by individual students are corrected without interrupting the lesson.

After the instructor makes sure that the trainers have clearly mastered the method and technique of practicing the technique, he introduces individual exercises, during which the trainers work with the dogs on their own. In this case, the distance between trainers is increased to 30–40 m (depending on the size of the site). But here, just as in training dogs on a circle, the instructor plays an active role: he monitors the actions of the trainers, corrects their mistakes, and provides practical assistance.

In order to prevent the dogs from becoming depressed and losing interest in work, the instructor during the lesson must diversify the skills being worked out and periodically allow the trainers to transfer the dogs to a free state.

In the classes devoted to the complication and consolidation of skills, the same methodological sequence is preserved as in the initial development of the conditioned reflex.

Last, final part classes begin in 10-15 minutes. before its completion. At this time, the instructor gathers the group for debriefing and gives the students individual homework assignments.

When summing up the results, the instructor briefly analyzes the course of the lesson, drawing Special attention on characteristic mistakes in the actions of trainers. In addition, he notes how the training goals were achieved in general and by each trainer individually.

Individual tasks for trainers should mainly include training dogs on already developed skills. Self-preparation of students also provides independent study or repetition of individual theoretical positions. Such tasks should always be specific and strictly individual.

In conclusion, let us dwell on some general methodological advice on organizing and conducting classes in a group according to the general course of training, as well as on managing the actions of trainers when conducting classes by the method of group exercises.

First of all, it must be remembered that in the first lessons, some dogs in the group will behave aggressively. To avoid this, they must be accustomed to each other. This is achieved relatively quickly in the process of walking dogs (dogs are kept first on regular, and then on elongated leashes).

If there are several training groups in the same area, care should be taken not to allow communication between dogs of different groups.

In order to avoid the formation of unwanted bonds in dogs, in the course of their training and training, the instructor should in no case make methodological errors, which are discussed in detail in Chapter III. In addition, he is obliged to ensure that the trainers diversify their actions as much as possible and alternate the skills being worked out in dogs. It is impossible, for example, when preparing dogs for tests or competitions, to follow in all training sessions such a sequence in the work of the dog, which is provided for by the rules and regulations of tests and competitions; the same applies to exposure, the duration of which should be very different.

The dog must clearly distinguish the free state from the working one. To achieve this, it is impossible to allow games and other actions of the dog undesirable for the trainer in the process of training.

A very important organizing beginning in the classes conducted by the method of group exercises are the commands and orders of the instructor, who controls all the actions of the trainers. For example, the movement of a group in a circle begins on command. Commands or are given to encourage dogs.

In the process of complicating the skills previously worked out in dogs in training sessions, as well as to test the endurance of dogs in the group, after the calculation of the trainers, commands are given to the first and second, and then.

According to these commands, the trainers give the appropriate commands to the dogs, and then move away from them at a predetermined distance and turn around, facing the dogs. After that, with a command or gesture, they move the dogs to the position required by the instructor. If the dog tries in this case to change the position without a command or does not perform any action, the trainer gives the appropriate command in a threatening intonation, and if this does not help, then he returns to the dog and resorts to coercion. To avoid the formation of an unwanted connection to the nickname, the trainer calls the nickname of his dog only when he is distracted and does not look in his direction.

To return to the dogs left in the group after the departure (run-off) of the trainers, a command is given. Returning to the dog, the trainer rewards it with treats or strokes.

When turning with dogs in motion and on the spot, the instructor commands. Before executing the instructor's command, the trainer gives the dog a command, and then performs the necessary turn.

In the process of accustoming dogs to overcome obstacles, as well as in training sessions, commands or are given. If one of the dogs in the group cannot overcome the obstacle on the move, then the instructor removes its trainer from the group and he trains his dog in individually.

It should be remembered that curriculum Not enough time is given to dog training. Therefore, each trainer must daily at least 30-40 minutes. exercise with your dog in accordance with the recommendations of the instructor. Training should be carried out before feeding or two hours after feeding; it's best to do it in morning hours.

During the individual home training do not require the dog to perform unbearable actions. It is also impossible to violate the methodical sequence when developing skills. Home exercises should only complement the exercises carried out on the training ground.

Training in a special service can be started only after working out a general course of training with a dog and receiving a diploma grade.

In order to correctly determine which special service is best for training a dog, the trainer must first consult with the instructor from whom he trained the dog in the general course of training.

The organization and methodology of conducting classes for special services is not much different from the organization and methodology of classes for OKD. However, there are also some specific features associated with the appointment and official use of dogs.

In organizing classes with a group of dog trainers of special services, a particularly important section is the preparation of the instructor for classes.

In the course of preparation for classes, the instructor must pay special attention to the selection and training of trainer's assistants, the choice of a place for classes and its equipment, as well as material support.

The organization of the classes themselves requires much more attention. Take, for example, classes in a group that trains trainers of guard dogs. Unlike the general training course, where each skill was first practiced in a group and then independently, special skills, as a rule, are practiced individually under the guidance of an instructor.

As you know, very good obedience and clear differentiation are required from a guard dog. Keeping this in mind, the instructor during the entire period of work with the group should pay special attention to the development and polishing of these qualities in dogs. In this regard, the first few lessons with the group are devoted only to consolidating and polishing some of the skills of the general course (moving next to the trainer; the dog approaching the trainer, stopping unwanted actions and giving thrown objects).

In the future, along with the development of special skills, it is recommended to constantly continue polishing the skills of the general course of training.

The general scheme and plan-outline of conducting classes in the group on the practice of training dog trainers of special services remain the same as for the general course of training. Therefore, there is no need to talk about them. However, it is imperative to focus on individual features characterizing classes with dog trainers of special services.

So, in the course of demonstrating the technique of building one or another special skill, the instructor pays special attention to working out the actions of the assistants and the trainers themselves.

The technique of constructing a technique for practicing a particular skill, as a rule, is shown on a dog in which this skill has been polished quite well. In this case, the help of a well-trained assistant is very important. The participation of an assistant allows students not only to see the technique of building a reception, but also to get acquainted in detail with the nature of the skill to be worked out in the classroom.

After showing the listeners of the group the technique of constructing the technique and making the appropriate explanations, the instructor proceeds to practice the technique. To this end, he calls one of the trainers and teaches him the rules and practice of developing a skill in a dog. The instructor is assisted by a previously prepared and instructed assistant. During the work of the trainer with the dog, the instructor directs the actions of the assistant and the trainer.

Then, in turn, in the same way, the instructor deals with each student in the group.

At a time when the instructor teaches individual trainers, the rest of the students of the group are engaged in his assignments on their own.

To accustom dogs to work in difficult conditions, they are trained and trained for special services in a wide variety of gradually becoming more difficult conditions. The order and sequence of entering complications is determined by the instructor.

It is possible to provide an individual approach to dogs during training only when the instructor thoroughly knows each student of the group and their dogs, knows the character, temperament and individual abilities of trainers, as well as the type of higher education. nervous activity, the prevailing reaction and the degree of trainability of each dog. It is especially important that trainers themselves know their dogs well. To this end, all students are encouraged to keep a diary. In it, in addition to general data and characteristics of the dog (type of higher nervous activity, predominant reaction, etc.), indicate the date, month, time and place of classes; note the state of the weather and air temperature; list the skills being worked out and name the methods of training; take into account the speed of formation of the initial conditioned reflex to commands and gestures, as well as the degree of skill development. In the diary, it is useful to record unwanted connections that appear in the dog, indicating the cause of their occurrence, and be sure to note how soon and in what ways these connections were eliminated.

The systematic keeping of such a diary allows the instructor and trainer to analyze the behavior of the dog, its trainability, training and all aspects related to it.

In the process of educational work on the training grounds, along with the training of club members and the training of their dogs, the methodological skills of the instructors themselves are constantly growing and improving.

Basic forms methodical work, which are available to most service dog breeding clubs, are: instructor-methodical and demonstration classes; experience exchange; mutual visits to classes; discussion of the organization and methods of conducting individual classes; study, generalization and introduction into the practice of educational work of the experience of the best instructors, not only within the DOSAAF service dog breeding clubs, but also on an all-Union scale.

All this great job they conduct educational and methodological sections of the club councils (in DOSAAF service dog breeding clubs) and the educational and methodological commission of the Presidium of the Federation of Service Dog Breeding of the USSR (on an all-Union scale).

Service dog training programs for all uses cover two main groups of techniques.

1. The first is an educational and disciplinary cycle, the so-called “general obedience”, in which the whole complex of general educational and disciplinary techniques listed below is collected:

1) accustoming to a nickname, 2) accustoming to encouraging and encouraging intonations, 3) approach, 4) fetching, 5) jumping, b) stairs, 7) giving voice, 8) accelerating the pace of actions, 9) general development of activity, mobility and anger (if necessary), 10) the free state of the dog, 11) not being afraid of shots, 12) accustoming to a leash and collar, 13) accustoming to threatening intonations, 14) prohibition, 15) walking nearby, 16) landing, 17) laying, 18) education of general endurance, 19) fetching, (rare cases of accustoming to fetching by coercion), 20) slowing down the pace of actions, 21) general education of reliability in performing techniques (coercion).

2. The second group of techniques covers a cycle of special, complex techniques, which will be discussed later in the training. various types works.

Success is affected by:

1) the relationship between the dog and the trainer;

2) the condition of the dog;

3) conditions environment.

The trainer must first take into account physical health and mental condition dogs.

In the first case, the dog's behavior is usually caused the following reasons: 1) inept and rude handling of the trainer; 2) giving strong irritants disproportionate to the character of the dog, causing fear in a dog; 3) the influence of the weather; 4) retraining; 5) physical fatigue of the dog.

In the second case, the behavior is determined by: 1) the onset of estrus (for both males and females, but to a lesser extent for the latter); 2) excessive domestication of the combat dog, which affects it negatively.

In addition, the conditions of detention, the plan of classes and the order of their conduct should prevent the possibility of harmful influence on the condition of the dog.

The best time to work is early morning: clean air, the absence of distractions and the freshness of the dog's strength - all this contributes to the success of the work. Summer heat exhaustingly affects the dog, and therefore it is necessary to start training early in the morning or in the evening, then moving on to classes in hotter weather. Dogs acclimatized, with an organism adapted to tolerate heat, can be placed in more difficult working conditions.

Intense cold and especially intense heat belong to the group of the strongest distractions of a physiological nature, inhibiting the dog's interest in work and the desire to achieve results.

Due to the lack of sweat glands in a dog, in hot weather, it relatively quickly loses stamina and becomes lethargic. This can be somewhat prevented by the supply of stronger stimuli. But only by gradually hardening the body can one instill in a dog the reliability of performing work at any temperature.

When determining the dog's ability to work at a given temperature, it is necessary to take into account its acclimatization. Working with dogs is possible at the following average temperatures: for training dogs - from 12" to 15" warm, and up to 10" cold (in the absence of wind); for combat dogs: up to 25" warm, and up to 15" - 20" cold.

It is of particular importance when the dog is working on the trail or on the “amplifier”. Winds should be considered in: 1) direction; 2) character; 3) strength.

In the direction of the wind is: tail, head, side and corner. By nature: favorable (southern and western) and unfavorable (northern and eastern - in winter period).

To keep track extremely importance has the strength of the wind: the weaker the wind, the better the smell (smell molecules) is retained on the trail and vice versa.

Tracking is most difficult to crosswind: it takes the scent molecules from the track at an angle to the side, which causes the dog to deviate, sometimes very significantly, from the right direction, cut corners, run ahead and make jumps. Orientation in this case is difficult for the dog, as its attention is diverted by the scent molecules dispersing in the air, which knocks the dog off the right track. In a headwind (especially on short tracks), the molecules, moving through the air towards the nose of the dog, force the dog to resort to the upper instinct, which complicates the work and knocks the dog off the track.

A tailwind carries forward all the smell in the air, leaving it exclusively on the very trace (soil). A light tailwind is the most successful for working on instinct - it forces the dog to use exclusively the lower sense.

When working on a trail, the soil is the holder of the odor molecules left on the trail. Favorable soils can be called: a) moist, b) loosened (chernozem), c) meadow, d) fresh, e) clay, g) peat, h) snow cover. Unfavorable soils are as follows: a) dry road, b) rocky, c) sandy, swampy (flooded with water).

Dust and fine sand in hot weather clog pores olfactory pathways dogs, as a result of which her sense of smell is dulled.

The best soil can be considered meadow soil (grass retains odor molecules) with a trail laid on dew, the worst is a dusty road on a hot day. Moist soil contributes to the "heaviness", the swelling of the odor molecules, making them more resistant.

With soils that retain odor molecules (favorable), the effect of temperature does not have a sharply dominant value, and, conversely, with soils that do not retain the spread of odor (unfavorable), the effect of temperature extremely complicates and complicates work.

The flat terrain makes the work of the dog easier; strongly crossed - complicates it. The proximity of a lake or river refreshes the atmosphere and also makes work easier. Small bushes develop activity in the search for the dog. A highly variable topography and character of the terrain is useful, it causes and develops the activity of the search, but should be introduced only after work on a relatively flat terrain.

A change of place of work during training is necessary, because a change of impressions causes greater interest, and, consequently, more energetic work.

The population of the area and movement on it are distractions outside world, according to what the trainer in this respect builds his work (see distractions).

The fresh atmosphere makes work easier; on the contrary, tension in the atmosphere (for example, before a thunderstorm) causes a decline in the dog's activity and depression.

For the work of active and energetic dogs, light rain almost does not matter. A dog with a weak constitution may refuse to work in the rain, as well as in the snow. A light breeze refreshes the dog, especially on hot days, but affects the degree of preservation of the track. Headwinds and strong winds interfere with work by making it difficult for the dog to breathe and raising scent molecules.

Hunger, sexual instinct, pain, noise of the crowd, Railway, shot, wind noise, searchlight beams, etc.

The fight against distractions of a physiological nature is certainly much more difficult than with distractions. general order, since they are direct stimuli that cause the strongest innate reactions, and therefore require stronger silencers with a large number of repetitions.

At first they begin to introduce distractions of a general order, moving from weak to stronger ones, building training in such a way that the influence of the trainer is stronger than the ongoing distractions. After accustoming the dog to work with distractions of a general nature, they begin to gradually introduce distractions of a physiological nature (they work with an underfed dog, in the heat), etc.

Finally, the strength of the stimulus must be taken into account. When developing a technique, one must think about what stimuli and to what extent should be given so that the dog, at least in the initial primitive form, performs the required action. If a given stimulus does not produce the desired response, a stronger stimulus is given. For example, if the dog does not jump over the barrier, where the jump was triggered by the trainer's run, then the trainer, moving away from the sitting dog to the other side of the barrier, calls her, causing the dog to instinctively follow the owner. If this is not enough, then for the vicious dog, the jump can be caused by setting the dog on the helper, exciting the dog on the other side of the barrier, or on the bone thrown over the barrier.

The main mistakes include:

1) indecisive tone of the trainer;

2) inept and monotonous distribution of techniques in the lesson, causing boredom and lethargy in dogs;

3) lack of skill in skillful encouragement for the performance and the correct impact for non-performance of the technique;

4) incorrect technical construction of the technique.

1. Kindness should prevail at the heart of the relationship. A friendly game establishes the dog's first trust in the trainer.

2. Gentle, calm and even handling of the dog is the first step towards bonding.

3. The legibility of giving orders and the persistence of demands must also be attributed to positive qualities trainer.

4. When the hold is done, the handler's soft and affectionate tones are always used.

5. At the decisive moment, there can be no concession - otherwise the trainer's authority will not be slowly lost.

6. Finally important factors the right relationship is patience and systematic work.

7. Unsystematic construction of techniques violates the correct relationship between man and dog.

1) With a dog it is necessary to be engaged 2 times a day - in the morning and in the evening. It must be remembered that sometimes fifteen minutes of well-organized study will be more useful than an hour of boring and ill-conceived study. Pleasant and unpleasant exercises should be alternated. If the dog loses interest in work, then the classes should be stopped, striving to ensure that by the end of them the dog retains its former interest in achieving results.

2) What is suitable and necessary for one dog is completely unnecessary for another. The trainer must himself, depending on individual features his dog, to invent (think through) useful stimuli that cause the desired response.

3) Before the practical study of any of the dog training techniques, the trainer must first think over: a) what direct stimuli to give in order to force the dog to perform, albeit primitively, the desired action; b) what conditional (replacement) stimuli should be given for this technique; c) what undesirable connections may arise during the development of this technique, depending on the situation and working conditions; d) what, when and how to introduce distractions; e) how and when it is necessary to gradually move from light working conditions to complicated ones (wind, soil, temperature, etc.).

4) It is necessary to start working out the techniques of a special cycle, based on the interest of the dog and its natural desire for satisfaction. The reception should be consolidated by contrasting coercion (increased intonations) and rewards for performance.

5) In the first days of training, it is necessary to approach the dog without excessive “statutory formalities and allow certain elements of the game, even freedom, operating mainly on the instincts of the dog, only gradually moving to restraining principles.

6) The line of least resistance is a tremendous danger to the cause, which is usually expressed in daily repetitions of easy tasks.

It is impossible, for example, when training a dog on the trail, from day to day to send it to search immediately after the departed plotter - it is necessary to gradually increase the time for starting the dog. It is also impossible, when educating a dog for self-control, to always retreat to the same insignificant distance, being satisfied with the dog's precise performance of the technique under these conditions and forgetting about the necessary polishing, clarification and complication of tasks. It's extremely dangerous phenomenon absolutely unacceptable when working by instinct, as well as by communication, and in general when working according to special techniques.

7) From day to day the demands must rise. Their suspension is allowed only to consolidate this complication. Only with such a formulation of the case, the service dog, in the end, will fully satisfy its purpose.

8) It is necessary to note the extremely responsible role of assistants in training. For the sake of your work. At the same time, the assistant requires great experience and training in a number of techniques. special purpose, for example, when guarding, refusing food, working on a shot, tracking and communication work, searching the area, etc., since the success of preparation or the disruption of work often depend on its action.

9) Even before the start of training, you should create a normal relationship between the trainer and the dog. Normal relationships are those when the trainer is not afraid of the dog, arranges games and walks with her, observes and analyzes her character, and the dog gets used to him and treats him with complete confidence. For these reasons, it is necessary to pay special attention to the selection of people and dogs.

10) Biggest mistake trainers is the insufficient reality of staging the situation of special works. It is impossible, for example, to allow, after working out the track, the trainer and the tracker to return and talk merrily in front of the dog. Such a phenomenon is unacceptable both in the protection of things and in general in all special training methods, since they greatly reduce the dog's incentive to work for a person, take away from him the naturalness of discharge, the naturalness of satisfaction, discredit the seriousness of the work and reduce the dog's overall activity in working through difficult tasks. Trainers should avoid these phenomena in every possible way, remembering that the loss of an incentive to work is tantamount to the death of the case.

11) During training, one has to observe an extremely interesting moment of the so-called turning point in work, i.e., a period of decline in the general activity of the dog and its interest in work.

This is explained by the fact that the technique has ceased to be new for the dog, has “become boring” to it and has lost its sharpness (novelty of the stimulus). On the other hand, the reception is not yet "mechanized", i.e., the reliability of its implementation is not sufficiently trained. With a fracture, the actions of the dog are outwardly similar to the actions of a retrained dog.

When a fracture occurs (it is almost inevitable), the trainer should not be lost. We need a short break in the classes on these techniques (3-4 days), transferring the classes to a different environment, and activating the stimuli given. Everything raises a fading interest, and an increase in requirements (increased intonations) and consistency in work will eventually create the necessary automatism and reliability in completing tasks. After that, the period of the fracture can be considered over.

12) As you know, heat is one of the strongest brakes of a physiological nature. It dulls the activity and interest of the dog, paralyzing its desire to achieve results. In such cases, it is necessary, on the one hand, to transfer regular classes in the evening or in the early morning, shortly after dawn, and on the other hand, in the hot time of the day, you should start taking small walks, thereby accustoming the dog to the heat. After a few days, it is necessary to start doing 5-10 minute exercises during these walks (first in the shade). Gradually, as the training techniques are consolidated and the reliability of their implementation, classes can be moved to a hotter time of the day, in order to train the dog.

13) At first glance, it would seem strange to attempt to link the work on instinct with the problem of dog nutrition, but this link is undoubtedly there. Not only the cleanliness of the exterior, but also the service qualities of the dog depend on a properly adjusted diet. So, a fat, with a poor metabolism, a dog will refuse to work by instinct in the heat. Rapid fatigue, muscle weakness, a bad heart and difficult lung function are reflected in the animal's psyche, lowering the performance, i.e., slowing down the work as a whole. The conclusion is clear: under bad physical qualities resulting from improper maintenance, nutrition and other factors, the trainer should not count on the usefulness of the dog's service qualities.

14) When training a dog, given modern conditions, it is necessary to bring up the reliability of its work directly under fire. Dramatizations with blank shots can not create the desired effect, Bullet hum and howl of flying shrapnel in battle affects nervous system dogs are completely different than shots on maneuvers. True, it would seem that the whistle of bullets should not be reflected in the psyche of the dog, because the latter does not know the meaning of this whistle.

But here the matter is different. Unusualness and uncertainty, and therefore the incomprehensibility of the phenomenon are the causes of unconscious instinctive animal fear. For these reasons, it is necessary to introduce familiarization of dogs with actual fire. This is important, as are nighttime activities with the action of searchlights and rockets.

15) It is necessary to avoid overloading dogs with work. From fatigue, the dog loses interest in work, this is the main factor in training. Under such circumstances, you should give the dog a rest, periodically interrupting classes for 3-4 days, arranging bathing, walking and playing these days.

Practitioners-trainers are well aware of this, setting aside one day a week for rest in order to prevent overload in classes.

Experienced trainers do not conduct classes for 1-2 days before testing dogs, and in the vast majority of cases they get excellent results: the dog clearly and willingly performs the required techniques.

16) When training a young dog, you must always pay special attention to the age of the puppy. Natural instability, excessive excitability and manifestations of passive defensive reactions are inherent in a young dog, even at the age of 10-12 months. They are the Result of the "inferiority" of the puppy. At this time, it is still difficult to talk about different types nervous activity of young dogs; it would be more correct to speak of one type - an unstable (temporarily) type, with a predominance of the defensive instinct in a passive form. As it grows, and most importantly, with individual attachment, the puppy is formed faster "mentally". This is explained by the fact that the previously existing "inferiority" is compensated for by "protection" and "caring" when the puppy is individually attached to the trainer.

For the above reasons, one cannot blindly reject a "cowardly" young dog; one must always take into account that in this case "cowardice" is inherent in puppyhood.

17) It should be remembered that in all cases, not one isolated gesture of the trainer, not one sound combination (command), but a complex (synthetic) stimulus is used as a conditioned stimulus: command + gesture + posture + facial expression + intonation. Because of this, the trainer, when communicating with the dog, must be especially attentive to his behavior.

18) For some, for one reason or another, “inferior” dogs, the so-called method of adoption may be recommended in a number of methods. Its essence is as follows: in front of a dog that for some reason does not perform the desired action, for example, does not bark on the “voice” command, another well-working dog sits down. The trainer, requiring her to perform this technique, upon completion of it generously rewards the dog. All this should take place in front of the other dog. After 2-3 exercises, the trainer makes an attempt to work with a lagging dog.

Usually, the method of adoption greatly facilitates the work with lagging animals. But here it must be pointed out that an excessively long exercise of this kind causes unnecessary nervousness in a lagging dog. Therefore, it is not recommended to make more than 3-4 attempts of this kind, and then every other day.

19) Conditional connections are developed not only during the hours of classes, but throughout the life of the animal. Seriously and clearly you should treat the dog outside of classes. In no case should one flaunt the developed techniques (for example, the abuse of the “face” command or inciting one’s comrades usually leads to neuroses and breakdowns).

In the specialized literature of service dog breeding, we usually find a more or less complete technical study of one or another method, but the question of the mutual coordination of training methods was almost never covered in the press. Meanwhile, this question is of exceptional importance for the entire training as a whole. When training a dog of any specialty, all training methods are closely linked and flow from one another. Simple tricks for the most part, they are auxiliary in the development of complex techniques and are included in them as constituent elements.

It is possible to schematically characterize the relationship of techniques among themselves in the following way: in one of the first places in terms of its significance, it is necessary to note the fetching. Even during the period of raising a puppy, it is necessary to instill in him an interest, a love for fetching. The dog should become related to him, swiftly rushing after the abandoned fetch. This will lay a solid enough foundation for future work. If we throw the fetch into the bushes, an interested dog will start looking for him. On this basis, we, first of all, will develop in this dog a general interest in searching.

If the assistant tries to take away the fetch lying near the dog, the dog will guard it better than another thing, that is, the purpose of the guard is clear to her. If a stranger takes her fetch, then the purpose of searching and sniffing for the trail of the departed person will also be clear and clear for the dog.

The direction of the dog's search will be associated with the direction of the hand fetching in front of the dog's eyes. The same will be required to develop zigzag runs when searching the area. All settings for guarding, searching, guarding and other tricks will be worked out easily if the dog has developed enough love for fetching.

Equally, the device for small puppies of small ladders and barriers will make it possible to easily pass later to the normal ladder and barrier.

Trial, initial guarding on a leash of a favorite fetch will develop a general malice, and, consequently, an interest in active detention after attempts to take the thing.

The desire to arrest the evader will serve as the basis for the development of an active search of the area when the evader is hiding in the bush. Sampling by instinct of your own things as an auxiliary exercise will serve as a basis for sampling other people's things. Giving voice on command will be used by barking found things during a search of the area and in a number of other works.

The trainer must know the relationship of training techniques among themselves, given that one spoiled technique (such as fetching) can delay and distort normal development a number of subsequent complex techniques (search, protection, etc.).

All this points to the need for careful coordination of techniques. It is even better if the trainer thinks over and draws up an approximate scheme for the sequence of inputting training methods.

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 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.

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 at a distance of four to five steps from each other (dogs with aggressive reactions to each other should be placed in different 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 according to the general course of training, group classes in a circle can be successfully used; 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. The best time is 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 the correct performance of the action.

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.

Training of service dogs Bocharov Vladimir Ivanovich

The plan for the lesson on the general course of training from the 1st study group July 25, 1957

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 at a distance of four to five steps from each other (dogs with aggressive reactions to each other should be placed in different 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 practice endurance in dogs in various positions, the instructor gives the command: “From the dogs for (so many) steps, straight (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 according to the general course of training, group classes in a circle can be successfully used; 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 sum up the lesson, make a brief analysis, mark the best trainers and point out the mistakes noticed. 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. The best time is 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 a short 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 the correct performance of the action.

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); it is even better if by this time the general training course has been completed in full (with the exception of the 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).

Training dogs for tracking work, searching the area, towing a skier, and driving service must be carried out under 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.