competition coach specialist portfolio application · competition coach specialist portfolio...

Competition Coach Specialist Portfolio Application100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3

Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233Fax: 403.252.5260 | [email protected]

albertaequestrian.comSubmit application by email, mail or fax.

CONTACT INFORMATION:

Full Name: Birthdate:

Address: AEF/PTSO#:

City: Postal Code:

Prov./Terr.:

Telephone:

Email:

PAYMENT INFORMATION:All fees are non-refundable - GST # 12971 4697 RT0001

Payment by Cheque/Cash/Bank Draft in the amount of $150.00 Please make cheques payable to: Alberta Equestrian Federation Payment by Etransfer in the amount of $150.00 Email to [email protected] with subject line: CCS Portfolio Application - Your Name Payment by Visa or Mastercard in the amount of $150.00

Card Number:

Expiry: CSV: Signature:

Card Holder Name (print): Authorizes Alberta Equestrian Federation to charge his/her/business credit card as indicated above.

PLEASE READ THE FOLLOWING CAREFULLY:I have fully read all the requirements for the submission of this portfolio and understand that this submission will be reviewed and marked by an official program evaluator upon submission with payment. I understand that I will be given the opportunity to make revisions up to a maximum of two times based on evaluator feedback before I will be required to resubmit my portfolio with payment again. I also understand that this portfolio will not be returned to me and that I have refrained from using original copies of documents for the purpose of this portfolio as a result.

CANDIDATE INFORMATION:Please check which discipline you are submitting your portfolio under: English Western

Please check which specialty you are applying for: English - Jump English - Dressage English - Eventing

Western - General Perform Western - Reining Western - Speed

Competition Coach Specialist Portfolio Checklist100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3


albertaequestrian.com

Proof of the following listed items MUST be submitted as part of your portfolio submission for the Competition Coach Specialist Designation. Portfolio’s MUST be submitted as one single document (recommended format is a binder of due tang submission). Do not include original copies of documents as they will NOT be returned. The AEF office will not be responsible for putting together elements for your portfolio submission - this MUST be looked after by the candidate. All submissions made to the AEF will be considered final draft and sent out for evaluation. COMPETITION COACH SPECIALIST PORTFOLIO CHECKLIST: Proof of AEF or Other P/TSO Membership Proof of Gold Sport LIcense through Equestrian Canada Proof of Stand Frist Aid with Level C CPR (at a minimum) Copy of current Background Check with vulnerable sectors completed Proof of completion of Making Ethical Decisions Online Module through coach.ca Proof of completion of Making Head Way in Sport Online Module through coach.ca Yearly Training Plan 2x Lesson Plans (from designated list of topics) Proof off competition, Training, Coaching experience Emergency Action Plan (on home facility)

Signed Documents: Code of Ethics Code of Conduct Privacy Document Coach Declaration Intent to Decline Training (if applicable)

Copy of traditional resume with cover letter, and letters of reference Registration Form and Payment

JUMP Competition, Training and Coaching Experience Requirements

The following results must be provided to be eligible for JUMP competition coach specialist designation

Please do not include original documents, as your portfolio will not be returned to you.

Requirements Supporting DocumentationCompetitive Experience

To have placed in the top four (4) at a minimum of two (2) Silver or Gold shows at 3’6” (1m10 - no clear round classes) in the hunter and/or jumper divisions.

Any documentation providing evidence such as: • Name/date of shows, name of judges. If not

available OR (if your competition experience took place more than 10 years ago) two letters of reference from sponsor/coach/show.

• Official supporting your competitive experience. Training Experience

To have placed in the top four (4) at a minimum of two (2) Silver or Gold shows at 3’6” (1m10 - no clear round classes) in the hunter and/or jumper divisions.

Any documentation providing evidence such as: Name/date of shows, name of judges, letter(s) from a sponsor, owner/rider of horses trained to support your training experience.

Coaching Experience

At least two years coaching experience producing at least two (2) students who have placed in the top four (4) at a minimum of two (2) Silver or Gold shows at 3’0” (90 cm - no clear round classes) in the hunter and/or jumper division.

Any documentation providing evidence such as: Name/date of shows, names of judges, copy of judge’s sheet. Plus name/date of events, letter(s) from the identified students (or sponsor or parent in the case of a minor), supporting your coaching experience at the identified competitions.

The following results must be provided to be eligible for DRESSAGE competition coach specialist designation



To have shown at a minimum of two (2) shows at Third Level or higher, with a minimum score of 60% at Gold shows.

Any documentation providing evidence such as: Name/date of shows, name of judges, copy of judge’s sheet. If not available OR (if your competitive experience took place more than ten years ago) two letters of reference from sponsor/coach/show official supporting your competitive experience.

Training Experience

To have prepared a horse which has competed at a minimum of two (2) shows at third level or higher with a minimum score of 60% at Gold shows.

Any documentation providing evidence such as: Name/date of shows, name of judges, copy of judge’s sheet. Please provided letter(s) from a sponsor, owner/rider of horses trained to supporting your training experience.

Coaching Experience

At least two years coaching experience producing students competing at Second Level or higher, with a minimum score of 60% at Gold shows.

Any documentation providing evidence such as: Name/date of shows, names of judges, copy of judge’s sheet. Plus name/date of events, letter(s) from the identified students (or sponsor or parent in the case of a minor), supporting your coaching experience at the identified competitions.

DRESSAGE Competition, Training and Coaching Experience Requirements

The following results must be provided to be eligible for EVENTING competition coach specialist designation. NB-Eventing to exit the process and become fully certified as a Competition Coach - Specialist in Evening, within the time frame (maximum of 3 years), the candidate must be actively coaching a minimum of one (1) student who has successfully completed at least one CNC 1*/national Preliminary Horse Trials competition achieving target performance standards as set by the Canadian Eventing Coaching Committee.



Personal experience at the CNC 1*/national Preliminary Horse Trials level.

Documentation providing evidence such as: Photocopies of your competition results at CNC 1*/Preliminary Horse Trials competitions OR (if your competitive experience took place more than ten years ago) two letters of reference from sponsor/coach/show official supporting your competitive experience.

Training Experience

Practical experience in developing a young horse to the CNC 1*/national Preliminary Horse Trials level.

Any documentation providing evidence such as: Photocopies of your competition results at CNC 1*/Preliminary Horse Trials competitions. Name/date of events, letter(s) from a sponsor, owner/rider of horses trained to support your training experience to the CNC 1* level.

Coaching Experience

A minimum of two (2) students currently achieving target performance standards as set by the Canadian Eventing Committee at the national Training Horse Trials level or above and working towards competing at a CNC 1*/national Preliminary Horse Trials competition.

Documentation providing evidence including:Photocopies of the students competition results at Training Horse Trials competitions. Plus name/date of events, letter(s) from the identified students (or sponsor or parent in the case of a minor), supporting your coaching experience at the identified competitions.

EVENTING Competition, Training and Coaching Experience Requirements

The following charts are provided to help candidates in organizing their competencies as proof of the training competition, coaching experiences for the competition coach specialist designation.

Rider Horse Name of Competitions

Date (dd/mm/yyyy) Division Place

Coach Name



Coach Name



Coach Name

Competition Experience

Training Experience

Coaching Experience

Please do not include original documents, as your portfolio will not be returned to you. The purpose of this document is a sample template and candidates are welcome to provide competencies in whichever formate they wish to, as long as the competencies are indeed met.

JUMP Competition, Training and Coaching Experience Evidences



Date (dd/mm/yyyy) Division Place Score

Coach Name



Coach Name



Coach Name


Training Experience

Coaching Experience


DRESSAGE Competition, Training and Coaching Experience Evidences


Rider Horse Name of Comp.

Date (dd/mm/yyyy) Division Dressage

Cross Country

Jump (time)

Jumping Final Place

Coach Name



Cross Country

Jump (time)

Jumping Final Place

Coach Name



Cross Country

Jump (time)

Jumping Final Place

Coach Name


Training Experience

Coaching Experience


EVENTING Competition, Training and Coaching Experience Evidences

Competition Coach Specialist Portfolio Checklist100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3



INSTRUCTOR/COACHING FILE DECLARATION:I, hereby wish to open an Instructor/Coach file with the Alberta Equestrian Federation (AEF). I understand that this file will be maintained by the AEF and that all prerequisites will kept confidentially in hard copy format. I acknowledge that all prerequisites must be submitted prior to attending an evaluation for my certification. I understand that I am responsible for my own preparation and will not hold Equestrian Canada, the AEF, or the Evaluator(s) responsible for the overall results of my evaluation. By signing and submitting this form, I declare that I will be actively pursuing my Instructor/Coach certification.

First and Last Name: P/TSO Membership Number: Primary Address (including city, province and postal code):

Discipline Interests (check all that apply): English Western Driving Saddle SeatLevel Interests (check all that apply): Instructor Competition Coach Competition Coach Specialist High Performance CoachHow/where did you hear about Equestrian Canada/NCCP Instructor/Coaching Certification?

Why is it important to you to attain certification?

Candidate Signature Date

Parent/Guardian (if under 18) Date

1 Equestrian Canada Équestre – Coaching Program – Code of Conduct v2016.01

The Eyes of the World are on You!

This is a reminder to all Coaches/Course Conductors of their responsibilities to the program and the

public.

You have a responsibility to the national coaching program to maintain its standards and credibility.

You have a responsibility to each and every student/candidate to offer them every opportunity to

present their knowledge and expertise to you.

What Does This Mean to You?

Continue to educate and keep yourself current with policy.

Be positive and professional in your attitude and performance at all times, whether in private or

public; a lesson, a show or an exam. "Your image stays with you."

Remember, as a recognized Coach/Course Conductor, you constantly represent our coaching

program. This is an honour, not a guaranteed right.

You expect the student/candidate to present him or herself in a well turned-out manner. You should

do the same – practical, business-like clothing for Evaluations/Exams.

You expect the candidates to be positive and relaxed in their manner – return the favor. Never let the

candidate receive any negative feedback from you in verbal or visual form. Body language can say

more than you want it to.

Remember that you must be able to justify to the ‘nth’ degree any written or verbal comment you

make. Maintain and retain accurate records!

Be organized and on time! There is nothing worse for the students/candidates or other Course

Conductors than having to wait for someone who is inefficient.

You are conducting an Exam or Evaluation to evaluate performance, not to give out ‘personal’ ideas

or viewpoints.

Remember that our program can succeed or fail on your public relations alone.

Negotiate goodwill with all concerned, from the candidates, to the facility owner/manager, to the

local coordinator, to the barn help and to the youngster who brings you the coffee or juice.

In all, this job truly has many rewards for those who face it with a positive and professional manner.

I the under signed have read and fully understand the Equestrian Canada Coaching Code of

Conduct and agree to abide by all expectations and conduct regulations.

Signature:__________________________________________________ Date:______________________

1 Equestrian Canada Équestre – Coaching Program – Code of Ethics v2016.01

"We look to sport to impart something of moral and social values and, in integrating us as

individuals, to bring about a healthy, integrated society."

The Honorable Chief Justice Charles L. Dubin

Preamble

We believe:

that equestrian sport is based on a partnership between horse and human athlete;

that it is the right and responsibility of Equestrian Canada to set standards in matters of

ethics, sportsmanship and the welfare of the horse and in all matters under its jurisdiction;

that it is desirable to define ethical practices, to delineate unethical practices, to encourage

good sportsmanship, fair play and high ethical behavior and to warn, censure, or bring to

public attention and discipline those who commit acts detrimental to the best interests of

stakeholders;

that EC members should observe the spirit as well as the letter of this Code of Ethics;

that membership is a privilege, not a right and that membership may be suspended,

terminated or rejected following appropriate disciplinary procedures.

Application and Structure of the Code of Ethics

All members of EC (including temporary members) shall be bound by this Code of Ethics.

All members of other National and Provincial Federations must agree to be bound by the

rules of EC while competing or exhibiting at EC sanctioned competitions.

The Code of Ethics consists of four parts: The Preamble, the Statement of Principle, the Code

of Conduct and Further Expectations of an EC member. The Statement of Principle is to be

considered an interpretive guide in applying the Code of Conduct. The Code of Conduct is

mandatory in character and is enforceable.

Statement of Principle

Equestrian Canada (EC), the national equestrian federation of Canada, supports adherence to

humane treatment of horses in all competitions under its jurisdiction.

EC is committed to:

Upholding the welfare of horses, regardless of value, as a primary consideration in all

activities;

Requiring that horses be treated with kindness, respect, and the compassion that they deserve,

and that they never be subjected to mistreatment;

Ensuring that owners, trainers and exhibitors or their agents use responsible care in the

handling, treatment and transportation of their horses as well as horses placed in their care for

any purpose;

Providing for the continuous well-being of horses by encouraging routine inspection and

consultation with health care professionals and competition officials to achieve the highest

possible standards of nutrition, health, comfort, sanitation and safety as a matter of standard

operating procedure;

Continuing to support scientific studies on equine health and welfare; Increasing education in

training and horsemanship practices;

2 Equestrian Canada Équestre – Coaching Program – Code of Ethics v2016.01

Requiring owners, trainers and exhibitors to know and follow their sanctioning organization's

rules, and to work within industry regulations in all equestrian competition;

Reviewing, revising and developing competition rules and regulations that protect the

welfare of horses.

The standard by which conduct or treatment will be measured is that which a reasonable

person, informed and experienced in generally accepted equine training and exhibition

procedures, would determine to be neither cruel, abusive nor inhumane.

Code of Conduct

EC rules address the following general areas:

welfare of the horse;

safety of horse and human athlete;

administration of competitions;

code of conduct for officials and competitors;

drug and medication control;

individual breed and discipline rules.

Expectations of an EC Member

1. All EC members shall support the enforcement of the rules of the Federation by:

a. personal knowledge and compliance;

b. agreeing to report any alleged infractions and occasions of alleged abuse.

2. The organizers of EC sanctioned competitions shall operate within the rules of the

Federation.

3. A member should be completely trustworthy, exhibit honesty, loyalty and discretion in all

equestrian related activities.

4. A member should issue public statements only in an objective and truthful manner

5. The EC member should uphold issues of safety and fairness in all aspects of equestrian sport.

6. No member shall act to the detriment of others or equestrian sport in a situation where the

responsibility of their position places them in a conflict of interest.

7. All members shall conduct themselves in a manner which reflects the values and ethics of

EC. Any member who engages in or is party to conduct inappropriate to an EC member will

be subject, after due process, to such sanctions as the Federation may impose.

8. Members are encouraged to continuously educate themselves and to take an active role in the

activities of the Federation.

9. The EC member should strive to preserve and enhance the image of the sport so that society's

respect will be maintained.

I the under signed have read and fully understand the Equestrian Canada Code of Ethics and

agree to abide by all expectations and conduct regulations.

Signature:_______________________________ Date:_______________________________

AEF Instructor/Coach Privacy Agreement100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3



INSTRUCTOR/COACHING PRIVACY AGREEMENT:Privacy Information Protection and Electronic Documents Act Protection of Personal Information Act

January 1, 2004 Release

In accordance with the January 1, 2004 Federal Privacy Information Protection and Electronic Documents Act (PIPEDA) and provincial Protection of Personal Information Act (PIPA). I , hereby give consent to publish my name, address, phone number(s) and email address on/in the Alberta Equestrian Federation website, and or in any other promotional vehicles/materials as required or as seen fit in the normal course of the business activities of the Alberta Equestrian Federation.

Full Name (please print):

Signature:

Date:

Witness - Full Name (please print):

Signature:

Date:

AEF Instructor/Coach Intent to Decline Training Acknowledgement Form

100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233Fax: 403.252.5260 | [email protected]


INSTRUCTOR/COACHING INTENT TO DECLINE TRAINING (if applicable):Candidate intent to decline training acknowledgement formI, hereby acknowledge that I will attend the evaluation for Instructor, Competition Coach or Competition Coach Specialist certification as indicated below having not participated in the training course/opportunities made available by Equestrian Canada (EC) and the Alberta Equestrian Federation (AEF). I understand that I am responsible for my own preparation and will not hold EC and the AEF, or the Evaluator(s) responsible for the overall results of my evaluation.

I understand that should I not be successful in any or all modules of the evaluation, it may be recommended that I participate in training opportunities before attempting the evaluation again which I will take into consideration.

By signing this form, I acknowledge that training was strongly recommended to me but I feel that I have sufficient equine experience that I will be able to achieve the minimum standards established for this evaluation.

Evaluation Date:

Evaluation Location:

Candidate Name (please print):

Training Options Declined (check all that apply): EC/NCCP Equestrian Theory Workshop EC/NCCP Competition Coach Workshop Analyze Performance Clinic EC/NCCP Competition Coach Specialist Training Workshops - Discipline Specific Other AEF Sponsored Coach Training Workshops

Candidate Signature Date

Parent/Guardian (if under 18 years) Date

Completing your Making Ethical Decisions (MED) Online Evaluation

How to Complete your Making Ethical Decisions (MED) Online Evaluation. http://www.coach.ca

Step 1: Retrieve your existing NCCPC# and password from your P/TSO and or have your P/TSO create you an NCCP account.

Please double check with your P/TSO on whether or not you have an existing NCCP# and password. If you do, they will be able to

provide this number to you. If you need your password reset they will also be able to do this for you. If you do not have an NCCP#

after checking with your P/TSO they will register you with one. Please do not register yourself for an NCCP number to prevent

duplicate information being processed.

Step 2: Logging In with your NCCP# and password.

To complete your Making Ethical Decisions (MED) Online evaluation, you will need to log in at http://www.coach.ca . Once you

arrive at this website your will need to choose the menu item titled “The Locker” on the top right hand corner. It will take you to a

log in page where you will need to fill in your NCCP# and password to access your transcript.

Step 3: Once you are logged in.

You will see a variety of choices available to you from left to right: ELEARNING, CALENDAR, PATHWAYS, CERTIFICATION,

PROFESSIONAL, PROFILE. You will want to select the ELEARNING icon.

Step 4: eLearning Modules.

Modules will now be displayed on the left hand side menu. This is where you will appropriately select the Making Ethical Decisions

Online Evaluation module.

Step 5: Complete the Evaluation.

You will now have 2 attempts as passing the evaluation. If, after 2 attempts, you do not receive a passing grade of 75%. You will be

referred to seek further training. Please inquire. Note that the evaluation is heavy in reading, and requires a strong internet

connection (preferable in google chrome browser) and should be completed on a desktop or laptop computer. This is a one-time

requirement for all instructors and coaches/instructor and coach candidates. Individuals should provide proof of completion to their

P/TSO.

Training: training modules are available either by attending your P/TSO’s next scheduled offering of the NCCP Equestrian Theory

Course, or by utilizing the CALENDAR tab in the Locker and locating specific MED training available.

*Please Note: If you have not completed the NCCP Equestrian Theory Course or a home study retrievable directly from Alberta

Sport Connection, then you will be subject to an $85 fee to complete these modules. This fee is collected by the Coaching

Association of Canada. If you are experiencing technical difficulties, please contact the CAC directly.

http://www.coach.ca/


Completing your Making Head Way in Sport Online Module

How to Complete your Making Head Way in Sport Online Module. http://www.coach.ca

Step 1: Retrieve your existing NCCPC# and password from your P/TSO and or have your P/TSO create you an NCCP account.

Please double check with your P/TSO on whether or not you have an existing NCCP# and password. If you do, they will be able to

provide this number to you. If you need your password reset they will also be able to do this for you. If you do not have an NCCP#

after checking with your P/TSO they will register you with one. Please do not register yourself for an NCCP number to prevent

duplicate information being processed.

Step 2: Logging In with your NCCP# and password.

To complete your Making Head Way in Sport online module, you will need to log in at http://www.coach.ca . Once you arrive at this

website your will need to choose the menu item titled “The Locker” on the top right hand corner. It will take you to a log in page

where you will need to fill in your NCCP# and password to access your transcript.

Step 3: Once you are logged in.

You will see a variety of choices available to you from left to right: ELEARNING, CALENDAR, PATHWAYS, CERTIFICATION,

PROFESSIONAL, PROFILE. You will want to select the ELEARNING icon.

Step 4: eLearning Modules.

Modules will now be displayed on the left hand side menu. This is where you will appropriately select the module titled “Making

Head Way in Sport”. This is the general module that is NOT sport specific. This is a free module designed to help you gain the

knowledge and skills required to ensure the safety of your athletes, this multi-sport module will cover: what to do to prevent

concussions, how to recognize the signs and symptoms of a concussion, what to do when you suspect an athlete has a concussion,

and how to ensure athletes return to play safely.

Step 5: Complete the Module.

This module does require reading, as well as a strong internet connection (preferable in google chrome browser). This is a one-time

requirement for all instructors and coaches/instructor and coach candidates. Please notify your P/TSO once you have completed this

module, or print and submit your results to your P/TSO.

*Please Note: If you are experiencing technical difficulties please contact the CAC directly.*



NATIONAL COACHING CERTIFICATION PROGRAM

Competition Coach Advanced Gradation

ENGLISH

COMPETITION COACH SPECIALIST

CRITERIA AND EVIDENCES RUBRIC

JANUARY 2016

© Equestrian Canada and Coaching Association of Canada, 2016 English Competition Coach Specialist Rubric

2

CERTIFICATION SUMMARY OF OUTCOMES, CRITERIA AND EVALUATION REQUIREMENTS

ENGLISH COMPETITION COACH SPECIALIST

All COMPETITION COACH- SPECIALISTS must complete each of the following to the standard described in the rubric:

1. Plan Schooling Sessions/Lessons (Plan 2 Lessons) + EAP - (Candidates to choosetheir own topics from the list)

2. Support Athletes in Training (Teach 4 Lessons) – (2 topics assigned in advance)3. Analyze Performance

OUTCOME Equestrian Canada Criteria How Evaluated

1. Plan aSchooling Session (Written lesson plans)

Identify appropriate logistics for lesson/schooling session

Identify appropriate activities in each part of a structured lesson plan

Design an emergency action plan (EAP)

SEE RUBRIC

Two Lesson plans required. Topics from the list. Dressage lessons to:

1. Improve the horse & rider – Plan to reflectimprovement of a skill previously introduced

2. Introduce a specific skill. _ Plan to reflect introductionof a new skill

Eventing lesson to:

1. Improve horse & rider (flat) - Plan to reflectimprovement of a skill previously introduced

2. Introduce a specific X Country skill - Plan toreflect introduction of a new skill

Hunter/Jumper:

1. Improve the horse & rider (flat) - Plan to reflectimprovement of a skill previously introduced

2. Introduce a specific skill over fences. _ Plan to reflectintroduction of a new skill

2. SupportAthletes in Training

(Teach lessons)

Ensure lesson environments are safe.

Teach an appropriately structured and organized schooling session/ lesson.

Demonstrate teaching behaviours/interventions that promote learning.

SEE RUBRIC

Four lessons:

Lesson 1 and 2 - Topics assigned from the list assigned in advance. Lesson 3 – To improve horse/rider. Candidate to teach/improve what is presented. Lesson 4 – Lunge lesson as described.

Dressage lessons to: 1. Improve the horse – Teach a topic that the horse/rider

already knows but needs to improve 2. Introduce a specific skill – Teach a topic off the list that

the candidate believes the horse/rider is ready to learn.

3. Improve the rider (Equitation) - No specific topic4. Lunge to improve a horse while explaining the process

to a student Eventing lesson to: 1. Improve horse & rider performance (flat)- Teach a topic

that the horse/rider already knows but needs to improve or a new skill.

2. School X Country – Introduce a new skill or improveperformance

3. Improve the rider and horse over gymnastics- Nospecific topic

4. Lunge to improve a horse while explaining the processto a student

Hunter/Jumper:

1. Improve the horse (flat) – Teach a topic that thehorse/rider already knows (assigned off the list) but needs to improve

2. Introduce a specific skill (Over Fences) – Teach a topic(assigned off the list that the candidate believes the horse/rider is ready to learn.

3. Improve the rider and horse over gymnastics- Nospecific topic

4. Lunge to improve a horse while explaining the processto a student

3. AnalyzePerformance

Detect errors horse/rider skills. Correct errors in rider/horse skills.

SEE RUBRIC

This outcome relates to the coach’s demonstration of competence and mastery within the competitive environment. The evaluation of this outcome involves Formal Observation and interview


3

PLUS

All COMPETITION COACH- SPECIALISTS will be able complete each of the following to the STANDARD or ADVANCED:

4. Design an Equestrian Sports Program5. Manage an Equestrian Sports Program6. Support the Competitive Experience7. Making Ethical Decisions (online evaluation, no rubric)

NCCP Outcome Equestrian Canada

Criteria How Evaluated

4. Design anEquestrian Sports Program

Outline program structure based on available training and competition opportunities

Identify program measures to promote rider/horse development

Develop practice plans that integrate seasonal training priorities

Portfolio submission to include the items outlined in the rubric

5. Manage anEquestrian Sports Program

Manage administrative aspects of program and oversees logistics

Report on athlete progress throughout program

The coach must submit evidence/examples in a portfolio or document of his/her choice. Portfolio submission to include items listed in the rubric: Candidates should describe the type of business or freelancing in which he/she participates. All personal information re charges to clients, commissions charged or costs etc. should/may be removed before submission.

N.B. Only examples of what is applicable to the coach’s current

business should be included. Please explain when information is not

applicable.

6. Support theCompetitive Experience

Prepare for readiness in competition

Make effective interventions during and after the competition

Interview process and/or observation at a competition venue

Note:

The candidate must demonstrate or provide proof for ALL the evidences to the standard described in the rubric for outcomes 1-6

To achieve an ADVANCED standard the candidate must demonstrate or provide proof for ALL the evidences to the standard for outcome 1-3 AND the advanced standard described in the rubric for outcomes 4-6.


4

OUTCOME 1: PLAN A LESSON/SCHOOLING SESSION

A - Identify appropriate logistics for lesson/schooling session

(Not Sufficient) STANDARD

Plan has a basic structure, but does not clearly identify main segments or time line of practice

Practice plan goals and objectives are vague and not clearly identified.

Coach presents a lesson plan that: Identifies potential risk factors. Identifies basic information, including date, time, location, number of athletes, and level of

athletes. Is organized into main segments that include introduction, warm-up, main part, cool-down and

conclusion. Identifies the duration of the practice and each practice segment on a timeline. Identifies a goal or a series of key elements that will be addressed in the lesson. Indicates basic logistical needs (i.e., facilities and equipment) to match the overall goal. Includes a list of key factors or teaching points that relate to the overall goal Provides evidence of optimal use of the available time and equipment to promote a high degree

of active engagement time, learning, and training on the part of riders/horses. Identifies specific objectives for each activity and a list of key factors or teaching points for each

activity. Identifies training priorities and objectives that are appropriate for the time of the season and

reflect the sport’s recommendations and guidelines. Identifies where the practice is located within context of season or annual plan. Provides clear rationale for each goal and objective, based on objectively identified rider’s needs. Identifies how each goal is consistent with NCCP/ LTED growth and development principles -

Learning & Training to Compete


B – Identify appropriate activities for each part of the lesson


Activities: Do not link to

overall purpose of practice.

Do not reflect awareness of safety.

Are not consistent with NCCP/Equestrian LTED growth and development principles. I.e. too advanced

Activities: Reflect awareness of and control for potential risk factors Are effectively described (e.g., diagrams, explanations, key points). Are purposeful and link to overall practice goal. Are allotted enough time to develop the skills or tactics identified by the goal. Are sequenced properly in the main part to promote learning and skill development and induce the

desired training effect. Contribute to the development of skill and are appropriate to the stage of skill development

(acquisition, consolidation, refinement) of the rider/horse. Identifies key factors (coaching points) Contribute to the development of athletic abilities in horse/rider, are appropriate for the sport, and

are consistent with LTED Are created or designed for the specific needs of the rider/horse based on analysis of performance

in competition. Integrate mental skills and strategies such as visualization, goal setting, and focusing strategies. Are purposely integrated to promote skill development and are consistent with the

NCCP/Equestrian LTED skill development guidelines- Include practice conditions and/or variations in activities, which purposefully create challenges that

elicit specific training effect. Promote basic concepts of decision- making. Contribute to development of specific physical abilities by identifying work–rest ratios, target

training load, and target intensities. Include the use of goal setting and indicate specific criteria for assessing athlete achievement. Are appropriate to the time and location in the seasonal program.


5


C – Design an Emergency Action Plan


The emergency action plan is not available or incomplete.

A one- or two-page emergency action plan includes:

Location of phones and emergency telephone numbers- including vet Specific directions to reach the facility The date of latest review of contents and condition of first aid kits; horse and human Location of a fully stocked first aid kit, horse and human. Location of fire extinguishers Designated charge person and call person with roles and responsibilities. Location of profiles for each horse/rider under the coach’s care. A diagram of the facility included Emergency Fire/ flood evacuation plan (if applicable) Evidence that horse and rider profiles are well organized, updated and are kept in a secure location to protect privacy.

(Assuming coach’s own facility)

OUTCOME 2: PROVIDE SUPPORT TO RIDERS/HORSES IN TRAINING – TEACH LESSONS

A - Ensure that the lesson/schooling environment is safe


Coach: Recognizes the potential risks but does nothing to

adjust the practice environment to enable safety. Does not survey practice environment prior to

practice. Does not address dangerous factors in the

training/lesson environment.

Coach: Is able to critically reflect on safety concerns (risk management) before practice. Takes steps to minimize risk to participants before and throughout the practice –

(includes equipment (tack check), adapting to environmental, equine factor) Identifies appropriate expectations for rider behaviour and reinforces these expectations

when appropriate. Forecasts dangerous factors and makes immediate adjustments so that horses and

riders are not at risk.


B - Implement an appropriately structured and organized lesson


There is no clear structure to the practice, as demonstrated by the following elements:

Coach does not use appropriate activities. Coach cannot provide evidence of planning

(practice plan).

ORGANIZATION Coach: Ensures equipment is available and ready to use Demonstrates adequate use of space and equipment. Engages riders 50% of the time or more Delivers lesson in organized segments i.e. Introduction, demonstration and explanation. Uses logical and evident progressions. (Should be prepared to present three). Breaks are provided for recovery as required FLEXIBILITY, ADAPTS AND MODIFIES Adapts the lesson to provide the appropriate challenge Adapts the activities to ensure adequate learning Makes adjustments depending on the reaction and performance of the rider/horse in the activity. Modifies practice activities to address circumstances and to create a specific training effect. Selects a variety of strategies


6


C -Make intervention that promote learning


Feedback and instruction only identify what to improve, and not how to improve.

Coach uses an explanation but does not identify any key learning points.

Coach uses demonstration but participants are not in an optimal position to see and hear.

Limited intervention is made to clarify key learning objectives.

No or few questions are asked

Feedback does not match performance

Focus is on performance at the expense of learn

EXPLANATION AND DEMONSTRATION Uses explanation and identifies 1–3 key learning points. Provides clear, concise explanations, providing opportunities for the riders to ask questions Clarifies key learning objectives and performance factors (feedback, instruction) with riders before engaging in

the activity. Uses demonstrations, and participants are in an optimal position to see and hear. FEEDBACK Uses positive, respectful and specific language when providing verbal interventions Provides feedback and instruction that clearly identifies what to improve and how to improve. Uses feedback during the lesson to constructively reinforce riders’ effort and performance Makes interventions such that riders have adequate time to practice skill or tactic. Maintains a positive outlook and acknowledges rider’s needs and thoughts. Provides feedback which is evaluative, prescriptive and descriptive Analyzes when to limit feedback to promote critical thinking TEACHING KNOWLEDGE & CONTENT Implements activities that contribute to the development of technical skills, tactics, and athletic abilities. Adequately sequences activities to enhance learning or specific training effects Provides activities that clearly identify the performance factors and learning objectives that were outlined at the

beginning of lesson and creates specific coaching moments (cognitive triggers) to enhance learning. Can identify and use appropriate techniques that address individual learning styles and that optimize learning. Creates and integrates opportunities for the rider to apply basic decision making (technical knowledge) Adheres to the appropriate skill development model- LTED Makes adjustments based on reaction and performance Lesson content matches lesson goal(s). Integrates mental preparation strategies into the lesson Selects from a variety of intervention strategies to achieve specific learning objectives that will result in greater

transfer to the competitive environment. QUESTIONS Riders are encouraged to ask questions Uses questioning to help rider to reflect on performance. Reinforces correct performance by facilitating appropriate interventions (e.g., feedback, questioning, using a

demonstration) to identify the key factors that were properly executed Provides specific feedback to individual riders and enables each rider to take greater ownership over specific

performance factors and learning objectives. Uses questions to facilitate awareness and critical thinking Emphasizes independent thinking and problem solving. MISCELLANEOUS ( **Evaluators may question the candidate for evidence) Demonstrates a models a positive image of the sport. Reinforces and teaches the correct application of competitive rules that enable a safe practice where

appropriate i.e. Illegal fences *** Demonstrates an understanding of the difference between learning and performance ** Demonstrates an understanding of factors that may affext learning. i.e. nerves **


7

OUTCOME 2: PROVIDE SUPPORT TO RIDERS/HORSES IN TRAINING

D – Teaching a student how to improve the horse on the lunge

Not Sufficient STANDARD

Safe

ty

The coach does not: - Demonstrate confidence and experience - Observe and instruct correctly - Check tack/equipment - Adjust tack/equipment - Provide protective equipment for the horse - Ensure equipment is in good condition - Wear gloves and/or is wearing spurs - Ensure the doors/gates are closed and ignores potential hazards - Address dangerous factors or potential risks that are present.

The coach - Moves around the horse efficiently, demonstrating experience and a high comfort level. - Obvious experience using the equipment is evident. - Is able to respond to questions about the equipment. - Adjusts the equipment during the session when/if required without prompting. - Recognizes potential hazards regarding equipment. - Has researched information about the horse. - Discusses and explains what is required to the “student” - Involves the “student” in tack adjustment as required. - Uses “teachable moments” - Quickly adapts to a situation that emerges during the session The coach ensures: - The equipment is fitted correctly, good condition & horse is protected (boots etc.) - He/she and the “student” are wearing gloves and no spurs - That all doors/gates are shut and that all equipment / area is safe.

Lu

ng

ing

Te

ch

niq

ue

Wh

ile d

em

on

str

ati

ng

to

th

e “

stu

de

nt”

Lunge line is wrapped around hand - Lunge line is dragged on ground - Whip is moved in such a way as to scare the horse while tack is checked - Lunge whip is held too high or low - Cracks the whip. - Cannot maintain an even size and shape of circle - Circle too small/large - Does not maintain correct triangle of control with whip and horse - Is unable to use body/voice to effectively control horses movement - Equipment is not adjusted as required - Horse is not moving forward into the contact as required

The coach demonstrates, observes and instructs the student as required how to: - Hold the lunge line safely - Avoid the lunge line touching the ground - Fluidly adjust the length of the lunge line as necessary - Maintain an even size and shape of circle - Use voice, whip and/or body language effectively to control horse’s movement. - Maintain/adjust position throughout as required - Maintain control of the horse and/or regain control effectively as required. - Motivate the horse to move forward and engage. - Use the equipment correctly Coach: - Discusses and explains what is required to the “student” - Involves the “student” as much as possible.

- Uses “teachable moments”

Te

ach

ing

an

d T

rain

ing

Coach can not explain to the student: - How to identify the root training problem/objective - Why certain equipment is being used - How to address a particular training challenge - How to match the exercise with the intended results or improvement desired. The coach can/does not: - Suggest safe exercises. - Suggest the next progression before improvement is achieved. - Discuss how the exercises affect the training goals. - Improve the horse in the time provided - Discuss/explain the results or lack of results - Realize that the equipment used is not appropriate for the training goal desired

Coach is able to: - Clearly identify training challenges/root problem (Analyzing Performance) - Discuss this with the “student” - State WHAT is going to be done in the training session to address the challenge - Explain WHY this goal is important. - Explain HOW the goal will be achieved - Involve the student in the decision -making - Suggest a specific exercise and explain how the exercise will help to improve the horse - Recognize when it is appropriate to move to the next progression and can explain why the decision is made. - Recognize and explain the need to use other equipment to assist in improving performance - Use the equipment effectively to improve performance - Assist/instruct the student how to improve the horse - Discuss the results or lack of results of the training session - Involves the “student” as often as possible - Uses “teachable moments”


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OUTCOME 3: ANALYZE PERFORMANCE

A - Detect performance errors – Ability to detect errors

(Not Sufficient)

STANDARD

Coach: Observes the skill from a single vantage

point to detect performance factors. Is able to identify key performance

factors that contribute to errors in performance, but cannot select the most critical factor that will have the greatest impact on performance.

Scans lesson environment infrequently and pays little attention to skill execution.

Identifies effort and motivational factors that contribute to lack of performance rather than key technical or tactical factors.

Is only able to explain how the error relates to the overall performance but does not indicate why it is important

Coach: Moves around practice environment to observe skills from the most optimal vantage

points and scans all the athletes. Is able to select the most critical factor that has a direct impact on performance. Is able to reflect on potential causes of skill error (cognitive, affective motor). Is able to consistently communicate how and why a critical error contributes to the

performance. Helps athletes to understand how errors affect overall performance by asking appropriate

questions. Helps the athletes to detect key performance factors and to understand how and why

these errors affect overall performance. Analyzes a variety of factors that could contribute to increased performance (e.g. athletic

abilities in horse/rider, environmental factors, recovery and regenerative strategies for horse/rider, mental strategies for horse/rider etc)

Uses a variety of observational strategies (e.g., positioning, video, other coaches, etc.) to identify the most critical aspects of performance.

Reinforces application of competitive rules that relate to skill execution when appropriate. Provides a rationale for identifying skills or tactics that need improvement, based on

sport-specific analysis of performance. Identifies errors that are consistent with athlete development guidelines for the

appropriate stage of athlete development. LTED –Learning and Training to Compete

OUTCOME 3: ANALYZE PERFORMANCE

B - Correct performance – Ability to correct errors

(Not Sufficient)

STANDARD

Coach: Corrects the rider by indicating what

they did rather than identifying specific strategies for how to improve the performance.

Provides corrections that identify vague external factors rather than specific factors that contribute to improved performance

Coach: Makes specific corrections that identify how to improve the performance by prescribing

key performance factors. Identifies why the correction will have a beneficial effect on the performance and

consistently identifies how to improve performance Uses demonstrations to model correct performance. Involves riders in a critical thinking process: What did you do? What should you do? What

are you going to do to get better results? Asks the rider’s/parent consent for physical contact when assisting in correcting an error. Identifies if the level of difficulty in the task is relevant to the rider’s/horse’s capabilities Ensures adequate motor engagement in the task/activity for each rider/horse. Helps riders to identify individual corrections by asking open-ended questions. Makes Corrections focus athletes’ attention towards external cues or on the anticipated

effects of the movement rather than the on way the movement is performed (internal focus). External focus means concentrating on keeping the horse in a certain position during the movement; internal focus means concentrating on keeping a specific part of the body in a certain position during the movement.

Helps riders to increase awareness of basic corrections by asking closed questions.


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OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM

A - Outline program structure based on available training and competition opportunities

(Not Sufficient)

STANDARD

ADVANCED

Coach: Coach is able to present

only basic rider/horse information and seasonal logistics (practices and competitions).

Coach cannot present a planning calendar of logistical information

Coach: Can identify all rider/horse information Can indicate the length of the season,

practice/lesson dates, and main competitions. Can identify entry point for the majority of riders in

the season plan. Reflects on possibility of starting earlier or

finishing later in the season. Uses the program template (developed by his/her

sport or as part of the multi-sport modules) to correctly identify training objectives and priorities at critical times of the season.

Correctly calculates the length of the season given breaks and other logistics.

Presents logistical information on a planning calendar.

Correctly divides seasonal program into three main periods (preparation, competition, transition).

Correctly calculates the total number of competition and training days in the seasonal program.

As in the standard plus coach : Presents a seasonal planning calendar which: - Is divided into specific phases within each period. - Identifies the relative importance of competitions. - Provides sufficient opportunities for recovery and learning, rider and horse development between important competitions. - Organizes competitions and their importance to arrange them with an appropriate perspective in order to promote Equestrian long-term development (LTED) – Learning and Training to Compete. - Identifies major program orientations (goals and objectives) related to skill development, physical conditioning, rider/horse performance, and general stages of rider/horse development for each period of the program. - Indicates the relative importance of the training factors and training components for each period

OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM

B - Identify program measures to promote rider/horse development

(Not Sufficient)

STANDARD

ADVANCED

Coach: Coach does not compare training-

to-competition ratios to LTED – Training and Learning to Compete/win norms.

Coach does not present any strategies or solutions to assist in aligning training–to-competition ratios to LTED (Learning and Training to Compete) norms.

Coach does not calculate training-to-competition ratios.

Coach: Calculates the ratio of training:

competition opportunities within the seasonal program

Compares the ratio of training: competition opportunities within own program to recommended norms pertaining to long-term equestrian development (LTED).

Identifies whether there are adequate training and competition opportunities for developmental potential based on LTED norms as a reference.

Provides a brief rationale that identifies whether seasonal program promotes adequate developmental potential.

Correctly identifies major issues within the seasonal program and presents realistic solutions that are consistent with LTED norms (Learning and Training to Compete).

As in standard plus coach: Identifies systemic strategies or measures to

offset critical program elements that show major inconsistencies with the LTED template and that are prevalent in the sport.

Determines if trends observed in own program are generalized in the Equestrian sport.

Systematically addresses key program variables that represent obstacles to athlete long-term development in order to achieve an appropriate training to competition ratio.

OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM C - Develop practice plans that integrate seasonal training priorities

(Not Sufficient)

STANDARD

ADVANCED


10

Coach: Is unable to correctly prioritize

athletic abilities within a given week of the preparatory period of a seasonal plan.

Is unable to identify objectives for each of the athletic abilities within a given week of the preparatory period of a seasonal plan.

Coach: Uses NCCP or Equestrian Canada template or

procedures to correctly identify the most important athletic abilities for a given week in the preparatory and competition periods of the program.

Correctly identifies the specific objectives (development-maintenance or acquisition-consolidation) for each of the athletic abilities based on the location in the preparatory period.

Determines the total number of training or practice sessions and their duration and calculates the total training or practice time within weekly plan.

Determines whether the time required and the time available for athlete preparation is appropriately aligned based on NCCP or Equestrian Canada guidelines. I.e. can the athlete maintain an appropriate quality of life and prepare for competition.

Presents a strategy to develop athletic abilities based on analysis of weekly program and identifies how to manage time based on training priorities and objectives.

Presents a one-week plan for each period of the seasonal program that correctly identifies main objectives and priorities for athletic abilities.

Provides a lesson plan that identifies appropriate types of exercises for rider/horse athletic abilities, and practice conditions for technical or tactical factors within each of the weekly plans.

As in the standard plus coach: Develops and presents a seasonal

planning template that integrates sport-specific components, physical components, and specific mental strategies into program design (e.g., visualization, goal setting, etc.).

Develops and presents an Equestrian template for LTED that is consistent with NCCP and LTED growth and development principles, principles for training athletic abilities, and stages of skill development.

Can identify adjustments to the LTED template to better reflect own program situation while remaining consistent with LTED principles, growth and development principles, principles for training athletic abilities, and stages of skill development.

Presents a seasonal planning template that prioritizes key training factors, components, and objectives and provides appropriate sequencing of these items within each period of the plan.

OUTCOME 5: MANAGE AN EQUESTRIAN SPORT PROGRAM

A - Manage administrative aspects of program and oversee logistics

(Not Sufficient)

STANDARD

ADVANCED

Coach; Provides limited or no

evidence of use of communication tools or other forms of program information.

Provides limited or no documentation that outlines the philosophy, objectives, basic financial demands, and schedules of competition events and training commitments.

Coach Can present documentation that outlines the

philosophy, objectives, basic financial demands, and schedules of competition events and training commitments.

Provides evidence of ongoing communication with athletes, parents, and other key stakeholder.

Provides a schedule of competition and training commitments to riders and key stakeholders.

Identifies expectations for behaviour and commitment and identifies appropriate consequences.

Facilitates logistics for away competitions (travel arrangements, food, chaperones, etc.).

Can provide a record of appointments/meetings with experts and/or stakeholders as required preparing budgets and other financial logistics.

As in standard plus coach: Provides evidence of his/her ability to work

with other coaches (assistants) using optimal leadership qualities. Leadership for this context is defined as the ability to influence others to accept, willingly, the leader's purpose and goal to help bring about some better future outcome or result, and to work together, voluntarily, towards achieving that end

Provide evidence that he/she delegates activities appropriately to other coaches (assistants) and acknowledges their ideas and input into the program.

Can present written criteria for selection of athletes to competitions or specific competitive events


11

OUTCOME 5: MANAGE AN EQUESTRIAN SPORT PROGRAM B - Report on athlete progress throughout program

(Not Sufficient)

STANDARD

ADVANCED

Rider/Horse assessment tends to be

anecdotal or subjective and does not clearly identify key performance factors or areas for improvement.

Assessment of performance is vague and unclear. There is limited documentation on athlete progress within the program

Coach: Presents documentation that provides

general assessment of rider/horse performance and level of progression.

Presents basic individual rider/horse assessment tool that identifies key performance factors and recommends areas for improvement.

Ensures the privacy of rider/horse information and takes steps to maximize confidentiality.

As in standard plus coach: Presents evidence of debriefing session

or interview with rider and/ or parents to discuss progress in relation to individual goals.

Tracks specific rider/horse performance factors over an extended period of time (e.g., one season) and can clearly identify rider/horse progress.

Provides evidence that assessment includes objective indicators of performance in relation to rider goals (e.g., fitness testing results, attendance, training diary, training loads or volumes, etc.).


12

OUTCOME 6: SUPPORT THE COMPETITIVE EXPERIENCE

A- Prepare for readiness in competition

(Not Sufficient)

STANDARD

ADVANCED

Coach is not

prepared and has difficulty organizing rider/horse for competition.

Rider is unaware of competition schedule or plan.

Pre-competition preparation is rushed, and equipment is not readily available.

Coach: Ensures that sport-specific logistics and procedures

(equipment, facility, rules) are accounted for to enable a safe and positive competition environment.

Manages time effectively to ensure horse/rider physical readiness (e.g., warm-up, lunging, hand walking etc.), equipment checks, and sport-specific logistics (e.g., rider and/or barn manager meeting).

Ensures that warm-up provides adequate physical readiness for competition.

Identifies performance or process goals for competition and has planned a strategy to monitor these goals.

Can produce a competition plan that identifies tactics, strategies, or horse/rider expectations before, during, and after the competition.

Clarifies competitive rules before the competition (e.g., eligibility etc.) and communicates appropriate information to athletes and other stakeholders (e.g., parents).

Ensures that tactics and strategies are consistent with rider/horse stage of development, skill level, and fitness level; seasonal objectives; and the rules of competition.

Adjusts rider/horse preparation based on changes in the competitive environment or other extraneous factors (e.g., rider/horse injury).

As in the standard plus coach: Is able to present contingency plans to

deal with unforeseen or ambiguous factors that may affect the competition.

I.e. Contingency plans to reduce or minimize distractions for riders or provide alternatives to ensure optimal rider/horse performance. Ensures the use of basic mental

strategies to assist in creating an ideal performance state.

Plans and organizes the roles and responsibilities of assistants and other stakeholders (e.g., other coaches, trainers, parents, managers, etc.).

Can present a strategy to monitor competition goals or gather evidence of rider/horse performance.

Reinforces key nutritional considerations (e.g., hydration, pre-event eating) before the competition.

Promotes philosophies of fair play and drug-free sport as identified by the Canadian Centre for Ethics in Sport or by provincial legislation.


13

OUTCOME 6 - SUPPORT THE COMPETITIVE EXPERIENCE B - Make effective interventions during and after the competition

(Not Sufficient)

STANDARD

ADVANCED

Coach: Criticizes

rider’s/horse’s performance during the competition or between competitive events.

Ignores rider after the competition or berates rider’s performance.

Interventions are coach directed and tend to be non-specific or

vague.

Coach: Is positive and provides rider with basic information that

identifies what he/she needs to improve performance. Gives frequent motivational or directional prompts during the

competition or between classes (as appropriate). Meets with rider after the competition to provide encouragement

and reinforce achievement Is positive and provides rider with basic information that

identifies what and how to develop greater performance. For example, coach gives basic strategic information and provides ways in which to achieve successful performance during the competition or between competitive classes (as appropriate).

Makes sure rider is focused on the task, not the result or scoreboard.

Meets with rider after the competition to review competitive objectives.

Helps rider (during or between classes, as appropriate), to reflect critically by prompting them to choose successful strategies for subsequent performances.

Uses interventions that provide strategic information (event specific), manage rider/horse, make adjustments for equipment (fine tuning, etc.), or implement mental strategies (anxiety control).

Assesses the timing and interventions (or decisions to not intervene) made during the competition as appropriate to the sport and can justify which interventions may be repeated or modified in the next competition situation.

Interventions are complex and are predominantly coach directed with the aim of empowering the rider to achieve

successful performance.

As in standard plus coach: Presents a post

competition assessment of performance and provides a link to the goals or objectives of the next practice or competition.

Assists the rider, during or after the competitive events, to reflect upon and choose successful strategies for subsequent performances.

Assesses strategy plan after the competition and identifies what aspects of the plan were successful and a rational for what could be improved.

Interventions are complex and require athletes to take ownership over competitive

decisions where appropriate.

© Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program)

1

EQUESTRIAN CANADA/NCCP ENGLISH COMPETITION COACH SPECIALIST

CANDIDATE YEARLY TRAINING PLAN PACKAGE

(Evaluation of Outcome #4: Design an Equestrian Sport Program)

PLEASE PREPARE YOUR TRAINING PLAN SUBMISSION EITHER IN HARD COPY OR ELECTRONICALLY AND SUBMIT TO YOUR PROVINCIAL OFFICE.

• PLEASE ATTACH THIS FORM TO THE PACKAGE YOU SUBMIT

DATE SUBMITTED: _________________

DATE RECEIVED (OFFICE USE ONLY):___________________

Name: ______________________________EC #: ________________________

Address: ______________________________ PSO# _________________________

_______________________________________City: __________________________

Province: ______________________Postal Code: _________________________

Phone Number: (h) _________________(b) _________________________________

(Fax) ___________________________(e-mail) ______________________________

Discipline - _____________________________

DATE EVALUATED (OFFICE USE ONLY): _________________________

EVALUATED BY (OFFICE USE ONLY): ____________________________________

EVALUATOR SIGNATURE:


2

OUTCOME #4 – DESIGN A SPORT PROGRAM

INTRODUCTION

For this outcome/task you will be required to submit information about your competition schedule, ayearly training and recovery plan (YTRP) and 2 weekly plans from your program. This document isdesigned to assist you to complete this task. If you have attended the training module – Design a Sport Program – you will already have all the tools needed to complete this task. This overview andchecklist is to ensure that you have included everything that is required. This outcome consists ofthree sections:

A. Outline of the your program’s structure based on available training and competition opportunities B. Program measures to promote rider/horse development C. Weekly practice plans that integrate seasonal training priorities

OUTCOME 4A - PROGRAM STRUCTURE BASED ON AVAILABLE TRAINING AND COMPETITION OPPORTUNITIES

STEP 1 – ATHLETE IDENTIFICATION

To include:• Age of rider and horse

• LTED stage and Training Level of the horse

• Rider’s goals

• Rider’s strengths and training objectives

• Horse’s strengths and training objectives

• Time commitment etc.

STEP 2 - PLANNING CALENDAR

To include: Competition schedule including the number of competitions during the program The relative importance of each competition and other key events (training (clinic), evaluation etc.)

STEP 3 – ORGANIZING YOUR INFORMATION

To include: Entry point in the season Total number of competition days in the yearly program Priorities at critical times of the season Calculation of the length of the season given breaks and logistics horse soundness etc. Length of each period of the program (Preparation, Competition, Transition) Number, duration, and frequency of training sessions in each period identified A seasonal planning calendar which: Is divided into specific phases within each period. Enough opportunities for recovery and learning, between important comps. Competitions and their importance are put in an appropriate perspective to promote (LTED). Major program goals and objectives related to skill development, physical conditioning, rider/horse

performance, and general stages of rider/horse development for each period of the program. The relative importance of the training factors and training components for each period

STEP 4 – ANALYZING YOUR PROGRAM

OUTCOME 4B - PROGRAM MEASURES TO PROMOTE RIDER/HORSE DEVELOPMENT

To include: The ratio of training to competition opportunities within the seasonal/yearly program Data from rider performances are compared to identify if training/competition opportunities of

your rider’s program demonstrates adequate rider progression.


3

Adequate training and competition opportunities for developmental potential. Adequate developmental potential in the seasonal plan Major issues that may exist within the seasonal program and realistic solutions

STEP 5 – PLANNING CALENDAR SUMMARY

OUTCOME 4 C - PRACTICE PLANS INTEGRATING SEASONAL TRAINING PRIORITIES (WEEKLY PLANS WITHIN THE YTP):

STEP 6 – TRAINING PLANS

To include:

Two one-week plans – One for a week in the Preparation Period and one for a week in the CompetitionPeriod of the seasonal program that correctly identify main objectives and priorities for athletic abilitiesof horse and rider.

The plans should identify: The most important athletic abilities for a given week in the preparatory and competition periods of the

program. The specific objectives (development-maintenance or acquisition-consolidation) for each of the athletic

abilities for horse and rider based on the location in the preparatory period The total number of training or practice sessions and their duration The total training or practice time within weekly plan Any gaps between the time required and the time available for athlete preparation A strategy to develop athletic abilities based on your weekly goals An outline showing how you will manage time based on training priorities and objectives Appropriate exercises and practice conditions to develop athletic abilities in rider/horse within each of

the weekly plans.

CANDIDATES SHOULD SUBMIT THIS ENTIRE WORKBOOK FOR EVALUATION

STEP 1 - ATHLETE IDENTIFICATION A

Choose ONE competitive horse and rider at the appropriate level (please see your Competition CoachSpecialist coaching pre requisites) that you coach.

Please include ATHLETE IDENTIFICATION A and B with your submission for evaluation.

Equestrian Discipline (circle one): EVENTING HUNTER JUMPER DRESSAGE

RIDER NAME - ______________________________ Age: _____________________

Current Competition level: Current LTED Stage:

Time commitment:

Short Term Goal: Long Term Goal:


4

HORSE Name- __________________________ Age: _____________________

Training Level:

Short Term Goal: Long Term Goal:

• How long have you coached this rider?

• At what level was this rider when you started coaching him/her?

• At what level was this horse when you started?

• How long has this rider competed with this horse?

ATHLETE IDENTIFICATION B

THE RIDER - Please list this rider’s strengths in the first box. Include, as many as you think are applicable. List the training objectives in the second box. Be as specific as you like.

Strengths

TrainingObjectives:

Examples; SkillDevelopment

PhysicalConditioningPerformance

THE HORSE- Please do the same for the horse

Strengths

TrainingObjectives:

Examples; SkillDevelopment

PhysicalConditioningPerformance


5

What is the feasibility of attaining the goals based on the horse/rider ability, time commitment and finances available?

______________________________________________________________________________________

STEP 2 - PLANNING CALENDAR

List of competition dates

1. Using your competition schedule, take an inventory of the competitions in which you would like yourathlete to compete.

2. Determine the importance of the competition.

Competitions should be given a “priority” for example: Training Competition (TC): Competition where the focus is training at a competition venue.Performance Competition (PC): Competition where the focus is on results.Decisive competition (DC): Provincial or national Championship - Peak performance of theyear

Use the planning calendar at the end of this document. An example has been provided.

Some Definitions

Training programs are divided into these three periods:

• Preparation Period: The number of weeks between the first practice session in thepreparation phase of the program and the first regular or official competition. Note:Preparatory or unofficial competitions at the beginning of the program should be consideredpart of the Preparation Period. Within the Preparation Period your program may have aGeneral Preparation phase, which happens earlier in the period, and a SpecificPreparation phase, which happens later in the period. (Specific prep for a certaincompetition)

• Competition Period: The number of weeks between the first regular or official competitionof your competition program and the last competition in which the athletes will take part.Within the Competition period your program may have a Main Competition phase and aFinal Competition phase.

• Transition Period: The number of weeks between the last competition athletes will takepart in or last supervised contact you will have with them and the first contact in the newseason.

• Be sure to indicate opportunities for recovery, learning and horse/rider developmentbetween important competitions

Note: There may be no formal Transition Period in your program.

Example: If your student takes the horse home and simply hacks etc. for several weeks before resuminglessons then that period of time would be a transition period. If however you take your student to Floridaor you continue with lessons all year then there would be continuous schooling and there would be notransition period.


6

STEP 3 - ORGANIZING YOUR INFORMATION

Using the planning calendar, provide the information required. N.B. If your program does not fit these parameters please provide information that best describes your program.

A. GENERAL PREPARATION PHASE

1. What is the date of the first lesson/training session in the GENERAL PREPARATION phaseof your competition period? (If your competition program runs for a full year, use January 1st of thecurrent year) Date: _____________________

2. When is the last time you supervise your athlete in the GENERAL PREPARATION phase of yourcompetition period? Date: _____________________

3. How many weeks are there between these dates? _____________Weeks

4. Training priority in this period ____________________________________________

B. SPECIFIC PREPARATION PHASE

1. What is the date of the first lesson/training session in the SPECIFIC PREPARATION phaseof your competition period? (If your competition program runs for a full year, use January 1st of thecurrent year) Date: _____________________

2. When is the last time you supervise your athlete in the SPECIFIC PREPARATION phase of yourcompetition period? Date: _____________________

3. How many weeks are there between these dates? _____________Weeks


C. COMPETITION PERIOD

1. What is the date of the first lesson/training session in the COMPETITION period of yourprogram? Date: _____________________

2. When is the last time you supervise your athlete (practice session or competition) for theCOMPETITION period of your program? Date: _____________________

3. How many weeks are there between these dates? _____________ Weeks


D. BREAKS AND INTERRUPTIONS

1. Write down the number of weeks when there are no practices or competitions (forexample, Summer vacation, Easter or other scheduled breaks): ________

E. TOTAL LENGTH OF THE PREPARATION AND COMPETITION PERIODS

Length of the season, excluding breaks or interruptions:The number of weeks in A (3) ______ + the number weeks in B (3) __________ + thenumber of weeks in C(3) – the breaks in D (1) __________ = ________weeks


7

F. TRANSITION PERIOD

1. Write down the actual length of this period in weeks. May be NA

Date of start: _____________________ End: ______________________

2. How Many Weeks Are There between these Dates? _____________ Weeks

4. Priority in this period ____________________________________________

G. LESSON/TRAINING SESSION TIME

1. Write down the average length of lessons/training sessions in minutes.___________Min.

STEP 4 - ANALYZING YOUR PROGRAM

You will calculate different indicators for your competition program. These indicators include thenumber of competition days, the number of lesson/training days, and the percentage of the trainingprogram devoted to competition.

A. Number of Competition Days

Calculate the number of competition days in your program. Count all types of competition from your planning calendar.

A: Number of COMPETITION days in your program: A = days

B. Number of Lesson/Training Days

Using your planning Calendar count the number of lesson/training days in your PREPARATIONperiod, your COMPETITION period and your TRANSITION period for your rider.

Period/Phase Length (Weeks) Average Number of Training Days per Week Partial

Total

General Preparation Phase

______X A – 3

Above

__________ Days per week

Training days include: Supervised lessons only =

Specific Preparation Phase

______X B – 3

Above



Competition Period

_______X C - 3 Above



Transition Period (if applicable)

______ X F-2

Above


Training days include: Supervised lessons only

(Only if applicable)=

B: Approximate number of TRAINING days in your program for this athlete (add up all the numbers in the column Partial Total):

B =


8

C. Total Competition Program Days

The number of Program Days equals the number of COMPETITION Days (A) plus the total number ofTRAINING days (B).

Competition Days (A) _______+ Training Days (B) ___________ = __________PROGRAM DAYS

D. Percentage of training program devoted to COMPETITIONNumber of COMPETITION days (A)_____divided by total number of PROGRAM DAYS(Final total in C above) _____, expressed as a percentage (x100) _________%

The ideal percentage of competition in this context is between 20% and 35% E. Percentage of training program devoted to TRAINING

Number of TRAINING days (B) ____ divided by total number of PROGRAM DAYS(Final total in C above) __________, expressed as a percentage (x100) _________%

The ideal percentage of training in this context is between 65% and 80% F. Ratio of Training to Competition

What is the ratio of Competition to Training in your program? ______% (D) to ______% (E) How does it compare to the ideal? _________________________________

Do you think this ratio reflects the reality in your program or your discipline in general? YES NO

If you think this ratio is the reality in your program explain how you could address the difference.

If you think this ratio is the reality in your discipline please explain why you think this is the case.

STEP5 - PLANNING CALENDAR SUMMARY

All the information on this page must be submitted for evaluation

Total number of Competition days From Analyzing Your Program (A) Days

The length of the Competition Season given breaks and logistics From Organizing Your Information (E) Days

Length ofPreparation

period Weeks

Number oflessons perweek in thisperiod

Averagelength oflesson

Min.

Training priority

Length ofCompetition

period Weeks



Min.

Training priority

Length ofTransition

period Weeks



Min.

Training priority


9

OUTCOME 4B - PROGRAM MEASURES TO PROMOTE RIDER/HORSE DEVELOPMENT

What is the ratio of Competition to training in your program?

How do you identify if there are training/competition opportunities to demonstrate adequate riderprogression? E.G comparing show results.

How do you know if there is adequate developmental potential for horse and rider in the seasonalplan?

What solutions might you need to put into place when major issues arise in your seasonal plan?E.G. Lameness, rider injury, school etc.

What solutions might you put into place if the rider’s available time does not match the timerequired to meet the goals?

OUTCOME 4C – DEVELOP PRACTICE PLANS THAT INTEGRATE SEASONAL TRAINING PRIORITIES

STEP 6 –LESSON/TRAINING SESSIONS

You are required to submit two one-week plans (based on the abilities to Train Worksheet) – One for a week

in the Preparation period and one for the Competition Period which correctly identify main objectives andpriorities for athletic abilities.

The following steps will assist you in developing a one-week plan for each of TWO periods of theseasonal program that correctly identify the main objectives and priorities for athletic abilities inhorse and rider.

Weekly planning sheets and example are attached to the end of this document

1. Identify the Athletic Abilities to Train during the Week Review your program

Choose a week from your program in the Preparation period and a week in theCompetition period. Two blank forms have been provided.

Identify a maximum of four athletic abilities or skills to train in each week. I.e. Balance,Rhythm and Straightness etc.

Now, enter this information in Column 1 of the Abilities to Train Work sheet, whichfollows.


10

2. Identify the Training Objectives for the WeekFor each athletic ability or skill you entered in Column 1 of your Abilities to Train Worksheet.Specify the training objective associated with the ability. Refer to page 30 of the referencematerial from the Design Sport Program training for more information.

Example: Acquisition, Consolidation and/or Refinement of technical/tactical skills; Initiation,Development and/or maintenance of Physical/mental abilities.

Enter this information in Column 2 of your Abilities to Train Worksheet.

3. Identify Practice Conditions for the WeekFor each combination of athletic ability and training objective in your Abilities to Train Worksheet,identify the recommended practice conditions. Refer to page 30 of the reference material fromthe Design a Sport Program training for more information.

Enter this information in Column 2, under Practice Conditions, in your Abilities to TrainWorksheet.

4. Identify Types of Exercises for the Week For each combination of athletic ability and training objective in your Abilities to TrainWorksheet, identify the most appropriate types of exercises for that week. Refer to page 29 of thereference material from the Design a Sport Program training for more information.

Put a check mark beside this type of exercise in Column 3 of your Abilities to TrainWorksheet.

5. Identify the Number of Training/Schooling Sessions for the Week

Indicate the number of schooling sessions per week and the session length.

Enter this information in last section of your Abilities to Train Worksheet and total thetraining time for the week. Include only the training time, which includes the horse.

6. Comparing Time Required with Time Available

If the total training time required is less than the total training time available you need toreconsider your decisions about the number of training sessions or practice length or both.

If the total training time required is more than the total training time available you need todecide how to make the best use of training time.

Please use a separate piece of paper to explain how you will solve the problem if there isa gap between training time required and Rider time available.


11

Abilities to Train Worksheet - A week in the Preparation Period

Discipline: ______________________ Goal for the week: ____________________________________________

Column 1 Column 2 Column 3 Athletic Abilities to Train Training Objectives and

Practice Conditions Types of Exercises

1. Horse – rider – both Training Objectives

Practice Conditions:

( ) General exercises

( ) Specific exercises

( ) Competition exercises

Exercise description



















Total training time required for the week ____ Sessions per week X ____ minutes = ___ hrs.

Total time available by the rider for the week Hrs.

Total time required to achieve the goals for the week. Hrs.

Gap between time required and time available (if applicable) Hrs.

If there is a gap, please provide a solution. (Use a separate paper for your answer)


12

Abilities to Train Worksheet - A week in the Competition Period

Discipline: ______________________ Goal for the week: ____________________________________________

Column 1 Column 2 Column 3

Athletic Abilities to Train Training Objectives and Practice Conditions

Types of Exercises

























Total training time required for the week ____ Sessions per week X ____ minutes = ___ hrs.

Total time available by the rider for the week Hrs.

Total time required to achieve the goals for the week. Hrs.

Gap between time required and time available if applicable. Hrs.

If there is a gap, please provide a solution. (Use a separate paper for your answer)


13

Abilities to Train Worksheet - A week in the Preparation Period (example)

Discipline: Hunter/Jumper Goal for the week: General obedience, jumping form, suppleness, improve condition

Column 1 Column 2 Column 3 Athletic Abilities to Train Training Objectives and

Practice Conditions Types of Exercises

1. Horse – rider – bothStride control – obedience- co-ordination of aids

Training Objectives Consolidation

Practice Conditions: Performance consistency andDecision-making


( * ) Specific exercises


Exercise description (indoors) On the flat at trot and canter, transitions within the pace and between paces, non- progressive transitions

Cavaletti set @ 40 feet - Canter in 5 and 6 strides in both directions

2. Horse – rider – bothLateral suppleness and two track work –

Training Objectives Consolidation

Practice Conditions: Performance consistency andDecision-making


( *) Specific exercises


Exercise description Flat work: Shoulder-in, leg yield, counter canter, circles, serpentines, half pass, trot and canter

3. Horse – rider – bothImprove jumping form

Training Objectives Acquisition/consolidation

Practice Conditions: Variety of gym lines


( * ) Specific exercises


Exercise description Three fences 21 feet apart at canter Vertical to oxer to oxer to vertical 9 foot bounces

4. Horse – rider – both

Conditioning

Training Objectives Acquisition

Practice Conditions: Controlled

( *) General exercises



Exercise description Horse – Hacking – Road work- Interval training Rider – Yoga/Pilates – strength training – running-walking

Total training time required for the week __5__sessions per week X __60__ minutes = 5 hrs.

Total time available by the rider for the week 6 Hrs. Total time required to achieve the goals for the week. 6 Hrs.

Gap between time required above and time available if applicable NONE

No Gap


14


15

Planning Calendar Work Sheet

Name of Rider: ____________________________ Horse: _____________________________ LEGEND – B- Bronze show. S – Silver show. G- Gold show. O - Other. C- Clinic

Indicates a month with 5 weeks

Competitions should be given a “priority” for example: Training Competition (TC), Performance Competition (PC), Decisive competition (DC) If the competition is more than one day indicate this by putting the number of competition days in the appropriate box

MONTHS JAN FEB MARCH APRIL MAY JUNE JULY AUG SEPT OCT NOV DEC

Competitions you plan to attend

Date

Level

Reg. Comp

Champ.

General Preparation Phase

Specific Preparation Phase

Competition Period

Transition Phase Turnout/hacking


16

MICROCYCLE: COMPETITION PERIOD RELATIVE IMPORTANCE: INTENSITY>VOLUME

NAME OF RIDER: WANNA BE CHAMPION NAME OF HORSE: AMMA CHAMPION

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM Easy day -

1 hr Walk

H.V. L.I.

1 hr Hack plus30’ Trot plusdressage

H.V. M.I

1 hr Dressage1 hr Hand walk

M.I L.V.

1 hr Hack20’ Trot

1 hr Hand walk

1 hr Hack30’ Dressage

H.I. M.V.

Cross CountryDay1 hr Hand walk

H.I. M.V.

1 hr Hand walkHorse inspection

H.I. L.V.

PM Turnout

A.R.

1 hr Hack plusturnout

Travel tocompetition

Horse Inspection

1 hr Hand walk

1 hr Hand walk30’ Dressage

1 hr Hand walk30’ Dressagecompetition

Competition 1 ½hr endurance and10’ cross country

Show Jumpingcompetition45’ passive warmup

15’ jumping

LEGEND - H.V. - HIGH VOLUME; M.V. - MEDIUM VOLUME; L.V. - LOW VOLUME; L.I. - LOW INTENSITY; M.I. - MEDIUM INTENSITY; H.I. - HIGH INTENSITYA.R. - ACTIVE REST

XXX - Top Priority XX - Secondary Priority X - Introduction or maintenance


17

DISCIPLINE: __________________________________ DATE: _______________________________________

MICROCYCLE: _____________________ RELATIVE IMPORTANCE: __________________________________

NAME OF RIDER: ___________________________________ NAME OF HORSE: ___________________________________

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM

PM

LEGEND - H.V. - HIGH VOLUME; M.V. - MEDIUM VOLUME; L.V. - LOW VOLUME; L.I. - LOW INTENSITY; M.I. - MEDIUM INTENSITY; H.I. - HIGH INTENSITYA.R. - ACTIVE REST

XXX - Top Priority XX - Secondary Priority X - Introduction or maintenance


18

DISCIPLINE: __________________________________ DATE: _______________________________________

MICROCYCLE: _____________________ RELATIVE IMPORTANCE: __________________________________

NAME OF RIDER: ___________________________________ NAME OF HORSE: ___________________________________

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM

PM

LEGEND - H.V. - HIGH VOLUME; M.V. - MEDIUM VOLUME; L.V. - LOW VOLUME; L.I. - LOW INTENSITY; M.I. - MEDIUM INTENSITY; H.I. - HIGH INTENSITYA.R. - ACTIVE RESTXXX - Top Priority XX - Secondary Priority X - Introduction or maintenance


19

SEASONAL PLAN – HORSE/RIDER

1. Identify the major training goals and objectives related to development of technique/skills,tactics/strategies, physical and mental training for each period

2. Indicate the relative importance of the training factors and components for each phase

See the end of the document for an example.

Name: _________________ Age: _______ COMPETITION LEVEL:

LEGEND: Objective Acquired (A), Develop (D) Consolidate (C), Refine (R) OR Maintain (M) PLUS *** High importance; ** Important; * Moderate Importance of each EQUALS % Training time allocated to performance factors in each phase of the plan

TRAINING PHASE

MONTHS

SESSIONS PER WEEK

TECHNIQUE/SKILLS % % % % % %

TACTICS/STRATEGIES % % % % % %


20

.

LEGEND: Objective pursued. Develop (D), Maintain (M) OR Integrate (I) PLUS *** High importance; ** Important; * Moderate Importance of each EQUALS % Training time allocated to performance factors in each phaseof the plan

TRAINING PHASE

PHYSICAL % % % % % %

MENTAL/PSYCH % % % % % %

Sub-Total

Sub-total carry forward

Final Total 100% 100% 100% 100% 100% 100%


21

EXAMPLES Seasonal Plans

EXAMPLE - SEASONAL PLAN – RIDER Name: THE BEST RIDER

AGE: 16 - FEMALE COMPETITION LEVEL: 1M20 JUMPERS

LEGEND: For each objective- Desired result: Develop (D), Maintain (M) OR Integrate (I)

*** High importance; ** Important; * Moderate Importance of each % Training time allocated to performance factors in each phase of the plan

TRAINING PHASE TRANSITION GENERAL PRE COMP MAIN COMP DEC COMP TAPERING MOINTHS NOV-JAN FEB-MAR APR-MAY JUNE-JULY AUG-SEPT OCT

SESSIONS PER WEEK ONE ONE TWO TWO TWO ONE

TECHNIQUE/SKILLS % 45% 40% 35% 30% 10%

BASIC SKILLS (CO-ORDINATION

OF AIDS)

C*** R ** M*** M***

INTEGRATION AND

APPLICATION OF BASIC

SKILLS

A** D** C** M***

PROPER EXECUTION

(QUALITY)

D*** C** R** M**

SUCCESS RATE (MEASURABLE) D* D** C*** C***

TACTICS/STRATEGIES % 20% 30% 40% 40% %

DECISION-MAKING A/D ** C* R** R***

PLANNING A/D** C* R** R***

PATTERN/COURSE

RIDING

A/D* C* R** R***

TACTICAL KNOWLEDGE A/D* C* R** R***

SUB-TOTAL 65% 70% 75% 70%


22

LEGEND: For each objective- Desired result: Develop (D), Maintain (M) OR Integrate (I)

*** High importance; ** Important; * Moderate Importance of each

% Training time allocated to performance factors in each phase of the plan

PHYSICAL % 30% 20% 10% 10% %

BALANCE D** I** M * I** M*

STRENGTH D* D** M * I** M*

COORDINATION D* I** M *I** M*

FLEXIBILITY D* I** M * I** M*

CARDIO D** D** M * I** M*

ANAEROBIC D** D** M * I** M*

MENTAL/PSYCH % 5% 10% 15% 20% %

FOCUS

/CONCENTRATION

D* D** I** I***

EMOTIONAL CONTROL D* D** I** I***

VISUALIZATION D* D** I** I***

POS. INTERNAL

DIALOGUE

D* D** I** I***

RELAXATION

TECHNIQUES

D* D** I** I***

ACTIVATION LEVEL; D* D** I** I***

Sub-total 35% 30% 25% 30% Sub-total carry forward 65% 70% 75% 70%Final Total 100% 100% 100% 100% 100% 100%

AEF English Competition Coach Specialist Designated Lesson Topics

100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233Fax: 403.252.5260 | [email protected]


DESIGNATED LIST OF TOPICS - ENGLISH COMPETITION COACH SPECIALIST:The following topics may be used for the English Competition Coach Specialist Evaluations.Dressage Improve/Develop:

• Rein back• Counter canter• The horse’s engagement and collection at a trot and/or canter• Non-progressive transitions (canter to walk/walk to canter/trot to halt/halt to trot)• Medium canter• Shoulder-in• Half halt• 10 m circles• Travers• Renvers• 1/2 turn on the haunches

Jumping Improve/Develop:• Riding a line of two fences set as a broken line• Riding a line with optional striding, ie. ride 60’ line in 5 or 4• Picking up the correct lead over a fence• An automatic or out of hand release• Jumping fences on an angle• Adding a stride on a line• Riding a line vertical to oxer and oxer to vertical• Riding a roll back turn to a fence• A horse’s jumping form through a gymnastic• Cantering an oxer off a long approach

Eventing Improve/Develop:• Galloping at speeds (400/450/520 mpm)• Riding a bank/step up• Riding a drop/step down• Riding a ditch• Jumping in and out of water• Riding a coffin jump• Riding a corner jump• Riding a skinny or narrow fence• Riding an arrowhead• Jumping fences on an uphill/downhill grade • Riding a hilltop jump• Riding a combination

1 Equestrian Canada Équestre – Coaching Program – Lesson Plan v2016.01

E

Prepared by: Discipline:

Date: Time: Location:

Stage of Rider Development (Circle one) Number of Riders and Ages Age of Horse(s)

Initiation Acquisition Consolidation

LTED Stage: Stage of Competition Season (if applicable):

Rider Background: Preparation:

Lesson Topic: Specific Objectives/ Key Elements:

(Skills needed for the riders to manage a logical

progression to reach the goal) Immediate Goal:

Long Term Goal:

Equipment List Diagram of Arena Set Up

Safety Considerations

Lesson Segments and Timelines

Introduction Approximate Timeline:

Warm-Up Approximate Timeline:

Explanation Approximate Timeline:

A

B

C


Demonstration Approximate Timeline:

Activity/Progression #1 Approximate Timeline:

Goal/Key Point:


Goal/Key Point:


Goal/Key Point:

Cool Down (if appropriate) Approximate Timeline:

Conclusion Approximate Timeline:


E

Prepared by: Discipline:

Date: Time: Location:

Stage of Rider Development (Circle one) Number of Riders and Ages Age of Horse(s)

Initiation Acquisition Consolidation

LTED Stage: Stage of Competition Season (if applicable):

Rider Background: Preparation:

Lesson Topic: Specific Objectives/ Key Elements:

(Skills needed for the riders to manage a logical

progression to reach the goal) Immediate Goal:

Long Term Goal:

Equipment List Diagram of Arena Set Up

Safety Considerations

Lesson Segments and Timelines

Introduction Approximate Timeline:

Warm-Up Approximate Timeline:

Explanation Approximate Timeline:

A

B

C


Demonstration Approximate Timeline:


Goal/Key Point:


Goal/Key Point:


Goal/Key Point:

Cool Down (if appropriate) Approximate Timeline:

Conclusion Approximate Timeline:

1 Equestrian Canada Équestre – Coaching Program – Emergency Action Plan v2016.01

Location or Fire/Flood Plan: Plan & Map Attached? Y N

Location of Telephones: Marked on Facility Diagram? Y N

General Information

Facility Name: Diagram of Facility Attached? Y N

Address:

Clear Directions to the Facility for Emergency Personnel (Map Attached)

Charge Person: Phone #

Role/Responsibility of Charge Person

Alternate Charge Person: Phone #

Call Person: Phone #

Role/Responsibility of Call Person

Alternate Call Person: Phone #

Item Location

Date Last

Checked/

Reviewed

Notes

First Aid Kit – Human List of Contents Attached Y N

First Aid Kit – Horse List of Contents Attached Y N

Fire Extinguishers

Location Marked on Facility

Diagram Y N

Rider Profiles/Phone #’s What security measures are in place for the

profiles? Staff Profiles/Phone #’s

Horse Profiles/Phone #’s

Phone Numbers

Emergency, Ambulance, Fire, Police, Poison Control - 911 unless otherwise specified in your area

Main House

Stable

Important Locations Name Phone #

Hospital

Veterinarian

After Hours Vet

Farrier

Clear Directions to Hospital: (Map Attached)

Clear Directions to Vet Hospital: (Map Attached)