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A past discussion with my fellow FDSA instructors led me to explore the topic of focus for this week's blog post (thanks Shade for bringing up this topic). And thanks to all the instructors who joined the discussion. I've written about focus quite a bit, but somehow I always find more to say. Focus is a multi-faceted concept and the more I explore it the more I find to explore even further. This particular discussion had to do with defining focus and distinguishing focus from engagement. Denise Fenzi and I wrote about this in our last book "Dog Sport Skills: Focus & Engage!" It's a common question and I have some thoughts on all of this. Of course I do!

To start, let me provide a working definition of focus. Merriam Webster's definition, which I really like, defines focus as "a point of concentration". When we think about a dog's focus the question should be "focus on what?" I have identified four major subtypes of focus and will briefly expand on each.

You don't have to be raising the next Nosework Star to get massive benefit from a little Puppy Nosework. In fact, you don't need to be interested in searching at all! However, if you play some of these Nosework games with your puppy, your puppy will really reap the rewards!

We all want puppies who are comfortable in the environment and eager and focused on their task, right? And what about empowerment and problem solving? Or perhaps a puppy who is comfortable interacting with the environment and enthusiastic for our food rewards? Does all of this sound good? Of course it does!

Let's explore some of those benefits! And then let's talk about how you can get your puppy started TODAY!

Position changes are super important in both obedience and rally! Your dog needs to do position changes both in heel position (without going wide) and in front of you (without creeping in). Platforms can help teach your dog both of those concepts!

The position changes are sit, down, and stand. Your dog should be able to do these in any order — in other words a sit to down, down to sit, stand to down, stand to sit, sit to stand, and down to stand.

You'll need a platform large enough for your dog to stand and lay down on. It doesn't need to be as narrow as a sit platform, since some dogs like to stand with their rear legs a bit wider than the front legs. It can even be something like an agility table, as long as your dog can lay down on it.

I love shaping as much as the next trainer — but I occasionally come across a dog who does better with luring and prompting (including my own young dog, Levi). So I combined a few concepts I've seen elsewhere and used what I'm calling "Restrained Release" to teach him a targeting behavior.

What concepts? 

Well, I'm making use of opposition reflex here in much the same way we often do when teaching a restrained recall — holding the dog back and encouraging them to pull forward leads to a naturally dynamic and enthusiastic behavior. I'm also using a location specific marker ("Get it" means food out on the floor) and combining those things with the visual prompt of the food being consistently delivered on the target. 

This is the method I typically use when starting a new dog in Treibball, since it's quick and it builds an interest in searching out the target that can then carry over nicely to going out and around a ball to find their target even when they can't see it.

I think playing with dogs is a really good idea.

When people play with their dogs, they like them better. They smile more. Their dogs start to look towards them more easily and frequently.

In short – it's just nice. It's nice for people and it's nice for dogs.

So. How does one play with a dog?

One of my dogs has a rather unfortunate habit. Lyra comes into the house from the yard like a demented bat out of hell, with both of my other dogs after her in hot pursuit.

The results are an impressive combination of screaming, careening into walls and a generic cacophony of noise and energy that is rivaled by few. The mayhem lasts for about a minute or two, at which point the edge is off, and we go back to a more normal situation – only to be repeated the next time the dogs come in from the yard.

I have put up with this behavior for some time now. Not because I like it, but because it usually happens when I'm most vested in my work and I don't want to stop to train dogs. Since I have not addressed this issue and you get what you give, I get…bedlam.

Recently I decided I'd had enough, so I decided to solve the problem. 

I am often asked how we should socialize our dogs so that they will grow up as well adjusted as possible.I think the answer is both simple and intuitive: The same way you socialize your small children.

I think playing with dogs is a really good idea.

When people play with their dogs, they like them better. They smile more. Their dogs start to look towards them more easily and frequently.

In short – it's just nice. It's nice for people and it's nice for dogs.

So. How does one play with a dog?

 Let's talk fluency. It's something we all strive for in our behaviors. Behaviors that are fluent are consistent, dependable and reliable. They have been generalized to various location and contexts. In short, the dog has the skill and confidence in the behavior, and we can count on the dog executing it to a high degree.

We not only need to have fluent behaviors; we also need fluent cues.

Whaaat!? There's a difference?

A student is taking a private agility lesson at my facility. She finishes a particularly challenging sequence and turns toward me to talk about it. Meanwhile, her dog runs off and starts exploring the agility area on her own. While we chat, the dog circles the area, running through random tunnels or searching for treats. The handler finally calls her dog, but the dog is busy having fun.

Eventually, she collects her dog and puts her on leash, frustrated.

I am watching an online training video from one of my classes. The dog finishes a sequence of behaviors, and the handler hands him a treat and turns away, walking back to the area where she started. The dog eats the treat, looks at the handler, and seeing no connection, starts sniffing the ground. After a few seconds of this, the handler notices that her dog is not with her and scolds the dog, saying "get over here!"

As an instructor of both online and in-person classes, I regularly see my students disengage from their dogs while training. This disengagement does not usually occur while training the behaviors, but rather during the resets in between repetitions. I work very hard to maintain connection with my dog throughout our entire training session, and I don't want him to practice the cycle of disengaging and me having to get him back. I want my dog to be working with me the entire time that we are training, rather than possibly self-reinforcing by sniffing the ground or scavenging for treats, or building in other undesirable behaviors.

So how can we fix these all-too-common scenarios?

We want to spend more time developing desired behavior verses fixing unwanted behavior later on. 

Which is best: a clicker, a marker word or just handing over a cookie when the dog does something which makes us proud?

Ask yourself what are the goals for the training session.

If you're working on simple classical conditioning (for example: You want the dog to feel good in a new building) then hand over free cookies. Since the dog's consciousness of their behavior is irrelevant, there's no reason to use a clicker or a marker word. You simply want your dog to enjoy the situation – classical conditioning at work.

If you're working on a trained behavior that has an element of duration, but the actual moment that you choose to hand over the cookie is not relevant, then there is also no need for a marker. Just release from the formal work, hand over free cookies with praise, and go from there.

For example, if you're working on loose leash walking and the dog has been walking for a full minute without pulling, then there really is no specific moment to mark. You're just happy with a "period of time." Since this exact second is not different than the one before, a marker can't mark anything.

A while ago I posted a blog about teaching dogs to keep their feet on the floor and off of people. That blog included an excellent video by Chirag Patel. In my opinion, his approach will work for a high percentage of dogs, especially puppies who are started correctly. 

But some dogs are a bit different. These dogs are not showing normal, thinking behavior patterns when they are in the presence of new people, because they are "hyper greeters." In the presence of new people, they go over threshold. 

"Over threshold" simply means that the dog is no longer able to make good (rational) decisions about their behavior. And since training assumes a rational participant who is maximizing good things and minimizing bad things, training often fails on dogs that are over threshold. Sad but true. The more time a dog spends over threshold, the more easily they end up in this bad place, which starts a nasty cycle.

A hyper greeter isn't a happy dog who simply loves everyone. 

A hyper greeter is a dog with an uncontrollable need to get to people, yet the dog recognizes that their behavior is not appreciated. That leads to conflict, and conflict is bad, because dogs in conflict go over threshold easily.

If I could teach a dog only one thing, what would it be?

To come when called. Few things are quite as frustrating as a dog that is oblivious to your futile attempts to call him back to you or worse, a dog that thrives on the game of "keep away."

A dog with a strong recall has freedom! You can take them places and get them back when you want to leave.

A dog with a strong recall has safety! You can let them off the leash without an unreasonable fear of having them run off or get hit by a car (though all decisions involve risk).

A strong recall makes you welcome with other people and dog owners!

If you have ever found yourself calling out "don't worry; my dog is friendly!" then please read the next paragraphs with great care.

Get ready because I'm going to be blunt here…. 

My young golden Excel was super quick to learn stay. He'd lay down on his station or on the ground at my feet and stay there – all while staring at me intensely. 

If I ignored him, he'd sigh loudly or flip onto his hip or put his chin on the ground. I remember how he would purposely look away from me, with his eyes rolled toward me to see if I was going to give him a treat. Or he'd look away and snap his head back toward me in anticipation of the reward. He was offering all the relaxation behaviors I spent months rewarding him for in an attempt to train a relaxed down stay. 

Instead of a calm dog I had a dog that was constantly working, offering behaviors, and seeking reinforcement. Not the picture I wanted.

This blog post is a mini lecture taken from Julie's Cookie Jar Games class.

Classical conditioning affects our minds and our bodies, and the way we perceive the world around us. It affects basic functions like heart rate and blood pressure, feelings, and yes, salivation.

All at the level of the autonomic systems of the body.

Classical conditioning does not need your permission. It is ongoing whether you know it or not, and whether you like it or not. 

Someone working through my Distraction Training Program asked me recently, "When working distraction training with pet dogs, when should the student be instructed to mark the correct behavior?"

I'll address this based on how I think and problem solve – as a relationship-based trainer.

"When should a student mark a behavior?"

Regardless of whether you use a clicker, a marker word, or just stick a cookie in the dog's mouth, the moment is always the same:

At that moment when your heart knew that your dog would succeed, mark it! When you felt pride! 

Your dog walked past a tempting cookie on the ground and completed the recall instead. Did you feel pride? Great; that's the timing you want!

Are you one of the lucky few who find duration easy to train? Or are you like the majority of us, and struggle with getting duration on behaviours?

Because it's an abstract concept, duration can be quite a challenge to teach. Often we can get it for certain behaviours, but not others. And we have no idea why!

We end up with a dog who barks, fusses, repeats the behaviour, offers new behaviours, or just gives up and quits.

If this is you, help is here. I'm going to explain why the most common way to teach duration so often backfires, and then share the method I use that makes teaching duration a snap.

Zen sits on the sofa across the room and stares at me. What does he want? 

If I ask him "what do you want?" he cannot answer me in words. But he can still tell me. How? By what he does. 

If he jumps up, grabs a toy, and deposits it in my lap he has just clearly communicated his current desire to me. Let's say I'm busy and don't want to play right at that moment. So I tell him "go lay down" and he heaves a sigh of disappointment, but goes back to the sofa and settles into a relaxed down to nap for a while longer. 

I used my "go lay down" cue and he completely understood what it meant. He didn't like it, but he understood it. We had clear mutual communication.