The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Participant's needs and characteristics may include: | age cultural factors situational factors previous experience fitness level physical capabilities injuries and illnesses. |
Readiness may include: | dress fitness level motor performance factors lunging skills level of arousal which will enhance performance. |
Session aims and objectives may include: | exercises and activities expected performance level attained specific skill focus. |
Plan may include: | session aims and objectives date, time and duration location and sufficient space coach and participant ratios equipment, resources and horse exercises and activities food and water weather details participant information safety requirements. |
Relevant legislation may include: | occupational health and safety permits from authorities privacy working with children harassment-free sports policies environmental regulations. |
Organisational policies and procedures may include: | occupational health and safety conflict resolution communication protocols use, care and maintenance of horse, tack and personal equipment training and scheduling commitments maintenance of records code of ethics. |
Best practice principles of equestrian sports may include: | Equestrian Federation of Australia Coaches Code of Conduct policy the Australian Sports Commission's Harassment-free Sport policy the Equestrian Federation of Australia regulations and guidelines the culture of the sport and activity accepted preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations current and past good practice demonstrated by self or peers in the same or similar situation. |
Safety checks may include: | fitting and suitability of tack and personal equipment condition of tack and personal equipment. |
Horses may include: | quiet and reasonably tractable horses. |
Tack may include: | halters ropes lunge reins bits towels brushes hoof picks saddles saddle cloths bridles stirrups lunge whip. |
Personal equipment may include: | suitable attire personal protective equipment spurs spare clothing sun protection. |
Resources may include: | teaching and coaching tools and aids: monkey straps jumping equipment: cross-country jumps witches hats or similar food and water first aid kit. |
Hazards may include: | horses out of control horses too close together aggressive, misbehaved, timid, frightened horses fallen participant environmental hazards lunge rein tangled in horses legs rowdy, excited or nervous participants unsuitable horse and participant matches spectators other facility users. |
Risks may include: | injuries to horse or participant illness inappropriate behaviour. |
Safety procedures may include: | horse management in hazardous situations symptoms, treatment and prevention of common horse riding injuries and risks equipment checking and usage appropriate dress adequate warm-up and cool-down picking out feet keeping distance from other horses riding at appropriate speed the 'emergency stop'. |
Relevant information may include: | skills focus equipment, clothing and resource requirements, selection and use activity boundaries and training area safety procedures communication systems aims and objectives rules and regulations of riding responsible and safe behaviour. |
Feedback may include: | information on participant progress improvements required verbal, written or visual. |
Rules and regulations may include: | current edition of the Federation Equestre Internationale Rules and relevant Federation Equestre Internationale discipline rules local event organisers rules or event specific variations to the Federation Equestre Internationale Rules the Equestrian Federation of Australia Coaches Code of Conduct policy State Equestrian Association or Local Equestrian Association Code of Conduct policy the Australian Sports Commission's Harassment-free Sport policy the Equestrian Federation of Australia regulations and guidelines. |
Communication system may include: | voice projection over distances use of aids specific commands and terminology. |
Teaching and coaching techniques may include: | self-mounted or unmounted demonstration and explanation focusing on a single skill or tactic breaking down skills into components progressing through, linking and sequencing skills monitoring and observing progress adjusting, refining or correcting individual or group skills appropriate positioning in arena sequence of learning. |
Required knowledge may include: | rules and regulations of riding riding skills to be developed factors affecting skill acquisition safety and risk management horse and equipment selection, use and maintenance. |
Intermediate skills of riding over fences may include: | centred independent two point seat and forward seat riding in trot centred independent three point seat in trot and canter ride over a single rail in forward seat rising and two point seat ride over trot poles in two point seat and forward seat rising ride over single fence, up to 30 cm, with trot approach maintain jumping seat in an open area in a balanced controlled canter change the rein when riding in an open area maintain jumping seat while performing transitions up to trot and canter maintain jumping seat while riding over undulating country in a balanced controlled canter ride over a single fence, up to 30 cm, in an open area with a trot approach. |
Participant's performance may include: | use of appropriate communication systems performance and accuracy of intermediate riding skills attitude and behaviour. |
Relevant aspects may include: | effectiveness of the teaching and coaching session suitability of teaching and coaching methods feedback provided to or by participants initial and final assessment of participant's abilities validity and reliability of assessment and evaluation tools. |
Level of learning may include: | frequency of errors linking of skills fluency of performance confidence. |