Background: In recent years, the traditional age limit for starting to learn horse riding has dropped from seven years to the ages of 4-6 years and, just like other sports, several riding schools offer activities for younger children. Riding school activities for younger children constitute an established practice today. This practice has gained popularity, yet there is a lack of knowledge about teaching younger children in many sports. The primary focus of these activities is safety.

Aim: The aim of this study is to explore, using frame factor theory, the possibilities, and limitations of riding teachers in planning and conducting riding lessons for younger children at riding schools in Sweden and Norway.

Methods: A total of 11 interviews were conducted, 6 in Sweden and 5 in Norway. The interviews lasted between 30 and 60 minutes and were recorded and transcribed. The method was interviews analyzed through content analysis (Graneheim and Lundman 2004). The codes were filtered and categorised under four descriptive headings: Content of the activities, Purpose and goals, Prerequisites for the activities, and Challenges and solutions. The result was analysed using Imsen's (1999) five frame factors.

Results: The findings indicated that younger children require a different form of pedagogy than what is traditionally provided in riding schools. The teachers express that there are several challenges involved in conducting activities with young children. Lessons with the young children can be eventful and require patience, creativity, and flexibility, according to the teachers. The teaching must be fun and playful, which is not really what a traditional riding lesson is based on, and variation is needed to prevent the children from being bored. Although there must always be a plan, teachers underline that it is necessary to adjust lessons based on how the children react. The teachers use their imagination to make riding lessons more interesting. The temperament of the horse is especially important in these activities as young children have difficulties controlling their needs and emotions.

Discussion and conclusions: With the help of frame factors, it became evident that there is a lack of knowledge about and guidelines for how this pedagogy should be carried out. This study demonstrates that riding teachers, within the framework of traditional riding instruction, have transformed exercises into a more playful approach through creativity and imagination. Riding teachers have also adjusted their teaching, making use of outdoor environments and available facilities. To further advance riding school activities for younger children, more knowledge based on adapted pedagogy is needed. The voices of the children themselves should also be given more space to facilitate learning through communication and exploration without compromising safety aspects.