Teach the intermediate skills of riding over fences Evidence Guide

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Evidence Guide: SISSEQS405A - Teach the intermediate skills of riding over fences

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

SISSEQS405A - Teach the intermediate skills of riding over fences

What evidence can you provide to prove your understanding of each of the following citeria?

Plan intermediate sessions for riding over fences.

Establish participant's needs and characteristics and assist with participant's registration and disclaimer where required.
Assess participant's readiness and current knowledge of riding over fences in order to determine session aims and objectives.
Develop a session plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and best practice principles of equestrian sports.
Select, access and perform safety checks of location, horses, tack, personal equipment and resources suitable for the session, according to relevant legislation and organisational policies and procedures.
Identify possible hazards and risks associated with riding exercises and activities and determine safety procedures and contingency plans according to best practice principles of equestrian sports.
Assess and prepare horses safely and appropriately for the exercises and activities being performed.

Establish participant's needs and characteristics and assist with participant's registration and disclaimer where required.

Completed
Date:

Teacher:

Evidence:

Assess participant's readiness and current knowledge of riding over fences in order to determine session aims and objectives.

Completed
Date:

Teacher:

Evidence:

Develop a session plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and best practice principles of equestrian sports.

Completed
Date:

Teacher:

Evidence:

Select, access and perform safety checks of location, horses, tack, personal equipment and resources suitable for the session, according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Identify possible hazards and risks associated with riding exercises and activities and determine safety procedures and contingency plans according to best practice principles of equestrian sports.

Completed
Date:

Teacher:

Evidence:

Assess and prepare horses safely and appropriately for the exercises and activities being performed.

Completed
Date:

Teacher:

Evidence:

Brief participants.

Communicate instructions and relevant information about the riding session in a manner appropriate to participants.
Encourage participants to seek clarification, information and feedback as required during the session.
Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and rules and regulations of riding.
Establish a suitable communication system to use while participating in exercises and activities.

Communicate instructions and relevant information about the riding session in a manner appropriate to participants.

Completed
Date:

Teacher:

Evidence:

Encourage participants to seek clarification, information and feedback as required during the session.

Completed
Date:

Teacher:

Evidence:

Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and rules and regulations of riding.

Completed
Date:

Teacher:

Evidence:

Establish a suitable communication system to use while participating in exercises and activities.

Completed
Date:

Teacher:

Evidence:

Conduct sessions.

Apply clear and accurate teaching and coaching techniques to impart required knowledge and the intermediate skills of riding over fences to be developed.
Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
Warm up and mentally prepare horses and participants through safe and appropriate exercises.
Monitor individual participant's performance and maintain effective communication during exercises and activities.
Observe participants during exercises and activities, and provide individual and group correction as required according to rules and regulations and accepted best practice principles of equestrian sports.
Bring participants to a halt safely and allow time for cooling down at the end of the session.

Apply clear and accurate teaching and coaching techniques to impart required knowledge and the intermediate skills of riding over fences to be developed.

Completed
Date:

Teacher:

Evidence:

Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.

Completed
Date:

Teacher:

Evidence:

Warm up and mentally prepare horses and participants through safe and appropriate exercises.

Completed
Date:

Teacher:

Evidence:

Monitor individual participant's performance and maintain effective communication during exercises and activities.

Completed
Date:

Teacher:

Evidence:

Observe participants during exercises and activities, and provide individual and group correction as required according to rules and regulations and accepted best practice principles of equestrian sports.

Completed
Date:

Teacher:

Evidence:

Bring participants to a halt safely and allow time for cooling down at the end of the session.

Completed
Date:

Teacher:

Evidence:

Complete post-session responsibilities.

Check and release horses and store tack and equipment according to organisational policies and procedures and best practice principles of equestrian sports.
Encourage participants to identify their personal progress and satisfaction with the session and give feedback as required.
Evaluate relevant aspects of riding session and determine the level of learning achieved.
Identify potential areas of improvement for future intermediate riding sessions.

Check and release horses and store tack and equipment according to organisational policies and procedures and best practice principles of equestrian sports.

Completed
Date:

Teacher:

Evidence:

Encourage participants to identify their personal progress and satisfaction with the session and give feedback as required.

Completed
Date:

Teacher:

Evidence:

Evaluate relevant aspects of riding session and determine the level of learning achieved.

Completed
Date:

Teacher:

Evidence:

Identify potential areas of improvement for future intermediate riding sessions.

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: plans and delivers precise relevant information, explanations and demonstrations for riding sessions to ensure exercises and activities are conducted safely, according to participant's needs, relevant legislation, organisational policies and procedures, rules and regulations, and best practice codes observes and monitors the progress of participants and provides constructive feedback, intervention and modification of coaching techniques where required to improve and develop the intermediate skills of riding over fences evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment	Assessment must ensure conduct of sessions that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: suitable locations with controlled conditions for intermediate riding suitable horses for the riding sessions a group of participants for the intermediate riding sessions tack and personal equipment such as halters, ropes, saddles, bridles, helmets, suitable attire and boots resources such as teaching and coaching tools, aids and jumping equipment.
Method of assessment	A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, rules and regulations of riding and best practice principles to enable safe conduct of all exercises and activities during the sessions observation of safe coaching of intermediate riding skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses portfolio of session plans and self-evaluations third-party reports from a supervisor detailing performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants to plan sessions that meet their needs

convey information about the safety aspects of the session

interact with participants to create a safe and positive environment

problem-solving skills to:

plan appropriate sessions according to participant's needs and characteristics

anticipate and mitigate aggressive, misbehaved or frightened horses

address participant difficulties in developing skills

anticipate and respond appropriately to non-routine situations

planning and organising skills to:

source, allocate and coordinate tack, personal equipment, horses and a suitable location

monitor and evaluate progress

organise participants into manageable groups with suitable horses for exercises and activities

language and literacy skills to:

produce a plan for the intermediate horse riding sessions

complete post-session participant and self-evaluations

give and receive feedback

apply for permission or permits to use suitable horses and location where required

numeracy skills to deliver exercises and activities within session timeframes

personal intermediate horse riding, jumping and training skills to a high level of technical correctness to understand skill acquisition and to demonstrate, explain and break down skills for participants

first aid skills and safety procedures appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge

legislation, organisational policies and procedures and best practice principles of equestrian sports to enable safe and non-discriminatory conduct of sessions

site-specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the location to enable safe conduct of all activities

selection, use and set up of tack and equipment for intermediate horse riding

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

intermediate skills of riding, and specific exercises and activities that promote skill acquisition in individuals and groups

communication systems used between participants, coaches and horses during riding

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

horse handling and correct riding techniques to teach intermediate riding skills

social behaviour, psychology and vices of horses to recognise and treat individual temperaments and behaviours throughout session

emergency and safety procedures appropriate for horse riding, to ensure risk minimisation to participants and horses.

Range Statement

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

NTISthis.com

Evidence Guide: SISSEQS405A - Teach the intermediate skills of riding over fences

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

SISSEQS405A - Teach the intermediate skills of riding over fences

Plan intermediate sessions for riding over fences.

Brief participants.

Conduct sessions.

Complete post-session responsibilities.

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _