Comparative research in equine traumatology, dressage techniques and teaching methods, Rémy Largilliere, President foundator of the French Artistic Dressage Federation, France. As dressage riders and trainers, we have noticed systematic osteopathic problems in our students' horses at all levels of competition. Concerned with improving the performance of our students, we first looked to see if these pathologies were related to our riding practices. Secondly, we looked for ways to remedy these traumas. Thirdly, we had to find pedagogical methods to teach this new way of riding. Our research began in 2003 and was carried out in three stages. We quickly established direct links between the techniques used by riders and physiological pathologies in the horse (the most well-known being upper cervical and 7? cervical problems, posterior lameness...). We posed the intuitive hypothesis that the horizontal movements produced by the rider to turn and stop were the cause of many dressage-related pathologies. We started by establishing a literature review that crossed data from physiology and osteopathy, from equine traumatology. We also worked with veterinarians and equine osteopaths. At the same time, we worked to establish a mounting method that would allow us to go to the highest level of competition (Grand Prix Pro Elite) without upsetting the locomotion of the horse. Since we did not have a research laboratory, we had to find tools to validate our intuitive hypothesis. We equipped ourselves with thermal cameras, electronic reins to measure our results, we checked the stress markers in the horse. At this point, we had validated the first two steps of our study: some pathologies are directly related to our equestrian practices (we noted the horizontal movements of the hands and certain uses of the inner leg). In addition, it is possible to remove the markers of stress in the horse. Thirdly, we had to develop new teaching techniques so that our students could make their horses perform without parasite gestures in order to sublimate the dressage movements. We then came up against problems of cognition in the riders who remained attached to their techniques. We had to work on understanding the origin of these gestures in order to help them to have a position which is as much as possible controlled with the objective of making the rider's body interact with the horse's body while making as little noise as possible. We have set up cognition exercises for the rider's body to simplify learning. We would like to communicate on our research to contribute to the sport cause, animal welfare and a progressive vision of dressage teaching.