Page 228 - Zoo Animal Learning and Training

200 Box B4 Marine Mammal Training

VetBooks.ir mammals care and management. Instead of the trainer whilst not under stimulus control
and non‐food tactile interactions.
these ‘free feed’ types of sessions, it should be
considered to have more environmental
enrichment activities through which food Conclusion
can be obtained, through, e.g. foraging or
cognitive tasks. As in all animal training, when marine mam-
mals do not want to collaborate in training it
is important to evaluate the situation and
Trainer–Animal Relationship
consider why the animal chooses not to par-
Hosey (2008) highlighted the importance of ticipate in order to find a solution to the situ-
positive human–animal interactions within ation. Marine mammals partaking in
zoos, and data from terrestrial mammal (zoo) presentations and/or interactive programmes
research indicates that positive reinforce- should be offered the opportunity to partici-
ment training acts as a means of positive pate, or to opt out. When participating in a
interactions between zoo keepers and their session an area of the pool or land should be
animals (Ward and Melfi 2013) and that these set aside to provide a retreat away from visi-
positive interactions lead to positive human– tors and trainers.
animal relationships (Ward and Melfi 2015). Whilst training is used and relied upon a
Marine mammal trainers not only focus on lot in marine mammal care programmes,
building relationships based on positive training is only one of many tools to promote
interactions and positive reinforcement, but positive welfare and will only constitute a
will carefully observe animal behaviour and small part of an animal’s day and as with
preferences, and pay attention to the effect of other species housed in captivity, marine
human body language, posture and commu- mammal welfare requires adopting a 24/7
nication on the animals in their care (Davis approach. Zoo professionals spend only a
and Harris 2006). The use of fish, play, toys, limited amount of time in the zoo training
high energy exercises, stroking, and playing animals and so it is important to consider the
games such as ‘hide and seek’, may all con- time when the animal is not being trained.
tribute to building positive relationships Providing a complex environment with vari-
based on positive interactions. Clegg et al. ous features such as different pools, vegeta-
(2015) identified 11 critical components to tion, underwater activities, and haul out
ensure good dolphin welfare, one of these areas (depending on the species), as well as
being good human‐animal relationships and having other individuals to interact with is
was measured using the animal’s response to crucial.

References

Adams, L.C. and MacDonald, S.E. (2018). (Eublepharis macularius) respond to five
Spontaneous preference for primate types of environmental enrichment. Applied
photographs in Sumatran orangutans (Pongo Animal Behaviour Science 184: 150–160.
abelii). International Journal of Comparative Brando, S.I.C.A. (2010). Advances in
Psychology 31: 1–16. https://escholarship. husbandry training in marine mammal care
org/uc/item/08t203bk. programs. International Journal of
Bashaw, M.J., Gibson, M.D., Schowe, D.M., and Comparative Psychology 23: 777–791.
Kucher, A.S. (2016). Does enrichment Clegg, I.L.K., Borger‐Turner, J.L., and
improve reptile welfare? Leopard geckos Eskelinen, H.C. (2015). C‐well: the