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: | agecultural factorssituational factorsprevious experiencefitness levelphysical capabilitiesinjuries and illnesses. |
Readiness may include: | dressfitness level motor performance factorslunging skills level of arousal which will enhance performance. |
Session aims and objectives may include: | exercises and activitiesexpected performance level attainedspecific skill focus. |
Plan may include: | session aims and objectivesdate, time and durationlocation and sufficient spacecoach and participant ratiosequipment, resources and horseexercises and activitiesfood and waterweather detailsparticipant informationsafety requirements. |
Relevant legislation may include: | occupational health and safety permits from authoritiesprivacyworking with childrenharassment-free sports policiesenvironmental regulations. |
Organisational policies and procedures may include: | occupational health and safety conflict resolutioncommunication protocolsuse, care and maintenance of horse, tack and personal equipmenttraining 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 reinsbitstowels brushes hoof picks saddles saddle cloths bridles stirrupslunge whip. |
Personal equipment may include: | suitable attire personal protective equipmentspursspare clothingsun protection. |
Resources may include: | teaching and coaching tools and aids:monkey straps jumping equipment: cross-country jumpswitches hats or similar food and waterfirst aid kit. |
Hazards may include: | horses out of control horses too close together aggressive, misbehaved, timid, frightened horsesfallen participant environmental hazardslunge 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 participantillnessinappropriate behaviour. |
Safety procedures may include: | horse management in hazardous situationssymptoms, treatment and prevention of common horse riding injuries and risksequipment checking and usageappropriate dressadequate warm-up and cool-downpicking out feet keeping distance from other horses riding at appropriate speed the 'emergency stop'. |
Relevant information may include: | skills focusequipment, clothing and resource requirements, selection and useactivity boundaries and training areasafety procedurescommunication systemsaims and objectivesrules and regulations of ridingresponsible and safe behaviour. |
Feedback may include: | information on participant progressimprovements requiredverbal, 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 policythe Australian Sports Commission's Harassment-free Sport policy the Equestrian Federation of Australia regulations and guidelines. |
Communication system may include: | voice projection over distancesuse of aidsspecific commands and terminology. |
Teaching and coaching techniques may include: | self-mounted or unmounted demonstration and explanationfocusing on a single skill or tacticbreaking down skills into componentsprogressing through, linking and sequencing skills monitoring and observing progress adjusting, refining or correcting individual or group skillsappropriate positioning in arenasequence of learning. |
Required knowledge may include: | rules and regulations of riding riding skills to be developedfactors affecting skill acquisitionsafety and risk managementhorse 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 cantermaintain 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 systemsperformance and accuracy of intermediate riding skills attitude and behaviour. |
Relevant aspects may include: | effectiveness of the teaching and coaching sessionsuitability of teaching and coaching methodsfeedback provided to or by participantsinitial and final assessment of participant's abilities validity and reliability of assessment and evaluation tools. |
Level of learning may include: | frequency of errorslinking of skillsfluency of performanceconfidence. |