Competition Coach Specialist Portfolio Application 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 Ext

Competition Coach Specialist Portfolio Application 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] albertaequestrian.com Submit application by email, mail or fax. CONTACT INFORMATION: Full Name: Birthdate: Address: AEF/PTSO#: City: Postal Code: Prov./Terr.: Telephone: Email:

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

PLEASE READ THE FOLLOWING CAREFULLY: I have fully read all the requirements for the submission of this portfolio and understand that this

payment. I understand that I will be given the opportunity to make revisions up to a maximum ofsubmission two times will based be reviewedon evaluator and feedback marked bybefore an official I will beprogram required evaluator to resubmit upon my submission 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.

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. Competition Coach Specialist Portfolio Checklist 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] 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 your portfolio submission - this MUST be looked after by the candidate. All submissions made to the AEF as they will NOT be returned. The AEF office will not be responsible for putting together elements for COMPETITION COACH SPECIALIST PORTFOLIO CHECKLIST: will be considered final draft and sent out for evaluation. 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

Requirements Supporting Documentation Competitive To have placed in the top four (4) Any documentation providing evidence such as: Experience at a minimum of two (2) Silver • Name/date of shows, name of judges. If not or Gold shows at 3’6” (1m10 - no available OR (if your competition experience clear round classes) in the hunter took place more than 10 years ago) two letters of and/or jumper divisions. reference from sponsor/coach/show. • Training To have placed in the top four (4) Any documentation providing evidence such as: Experience at a minimum of two (2) Silver Name/dateOfficial supporting of shows, name your ofcompetitive judges, letter(s) experience. from or Gold shows at 3’6” (1m10 - no a sponsor, owner/rider of horses trained to support clear round classes) in the hunter your training experience. and/or jumper divisions. Coaching At least two years coaching Any documentation providing evidence such as: Experience experience producing at least Name/date of shows, names of judges, copy of judge’s two (2) students who have sheet. Plus name/date of events, letter(s) from the placed in the top four (4) at a minimum of two (2) Silver or of a minor), supporting your coaching experience at Gold shows at 3’0” (90 cm - no identified students (or sponsor or parent in the case clear round classes) in the hunter and/or jumper division. the identified competitions.

Please do not include original documents, as your portfolio will not be returned to you. DRESSAGE Competition, Training and Coaching Experience Requirements

The following results must be provided to be eligible for DRESSAGE competition coach specialist designation Requirements Supporting Documentation Competitive To have shown at a minimum of Any documentation providing evidence such as: Experience two (2) shows at Third Level or Name/date of shows, name of judges, copy of higher, with a minimum score of judge’s sheet. If not available OR (if your competitive 60% at Gold shows. experience took place more than ten years ago) two

supporting your competitive experience. Training To have prepared a horse which Anyletters documentation of reference from providing sponsor/coach/show evidence such as: official Experience has competed at a minimum of Name/date of shows, name of judges, copy of judge’s two (2) shows at third level or sheet. Please provided letter(s) from a sponsor, higher with a minimum score of owner/rider of horses trained to supporting your 60% at Gold shows. training experience. Coaching At least two years coaching Any documentation providing evidence such as: Experience experience producing students Name/date of shows, names of judges, copy of judge’s competing at Second Level or sheet. Plus name/date of events, letter(s) from the higher, with a minimum score of 60% at Gold shows. of a minor), supporting your coaching experience at identified students (or sponsor or parent in the case

the identified competitions.

Please do not include original documents, as your portfolio will not be returned to you. EVENTING Competition, Training and Coaching Experience Requirements

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

Requirements Supporting Documentation Competitive Personal experience at the CNC Documentation providing evidence such as: Experience 1*/national Preliminary Horse Photocopies of your competition results at CNC 1*/ Trials level. Preliminary Horse Trials competitions OR (if your competitive experience took place more than ten years ago) two letters of reference from sponsor/

experience. Training Practical experience in Anycoach/show documentation official supportingproviding evidence your competitive such as: Experience developing a young horse to the Photocopies of your competition results at CNC 1*/ CNC 1*/national Preliminary Preliminary Horse Trials competitions. Name/date Horse Trials level. of events, letter(s) from a sponsor, owner/rider of horses trained to support your training experience to the CNC 1* level. Coaching A minimum of two (2) students Documentation providing evidence including: Experience currently achieving target Photocopies of the students competition results performance standards as at Training Horse Trials competitions. Plus name/ set by the Canadian Eventing Committee at the national (or sponsor or parent in the case of a minor), Training Horse Trials level or date of events, letter(s) from the identified students above and working towards competitions. competing at a CNC 1*/national supporting your coaching experience at the identified Preliminary Horse Trials competition.

Please do not include original documents, as your portfolio will not be returned to you. JUMP Competition, Training and Coaching Experience Evidences

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.

Competition Experience Name of Date Rider Horse Division Place Competitions (dd/mm/yyyy) Coach Name

Training Experience Name of Date Rider Horse Division Place Competitions (dd/mm/yyyy) Coach Name

Coaching Experience Name of Date Rider Horse Division Place Competitions (dd/mm/yyyy) Coach Name

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.

Competition Experience Name of Date Rider Horse Division Place Score Competitions (dd/mm/yyyy) Coach Name

Training Experience Name of Date Rider Horse Division Place Score Competitions (dd/mm/yyyy) Coach Name

Coaching Experience Name of Date Rider Horse Division Place Score Competitions (dd/mm/yyyy) Coach Name

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. Competition Experience Cross Name of Date Country Rider Horse Division Dressage Jumping Final Place Comp. (dd/mm/yyyy) Jump (time) Coach Name

Training Experience Cross Name of Date Country Rider Horse Division Dressage Jumping Final Place Comp. (dd/mm/yyyy) Jump (time) Coach Name

Coaching Experience Cross Name of Date Country Rider Horse Division Dressage Jumping Final Place Comp. (dd/mm/yyyy) Jump (time) Coach Name

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. Competition Coach Specialist Portfolio Checklist 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] albertaequestrian.com

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 andkept will confidentially not hold Equestrian in hard copy Canada, format. the I AEF,acknowledge or the Evaluator(s) that all prerequisites responsible must for the be overallsubmitted results prior of to my evaluation.attending an By evaluation signing and for submitting my certification. this form, I understand I declare thatthat II willam responsiblebe actively pursuing for my own my preparationInstructor/

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 Seat Level Interests (check all that apply): Instructor Competition Coach Competition Coach Specialist High Performance Coach

How/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 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 Conduct 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; 1 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:______

2 Equestrian Canada Équestre – Coaching Program – Code of Ethics v2016.01 AEF Instructor/Coach Privacy Agreement 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] albertaequestrian.com

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

Equestrian Federation. vehicles/materials as required or as seen fit in the normal course of the business activities of the Alberta

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 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] albertaequestrian.com INSTRUCTOR/COACHING INTENT TO DECLINE TRAINING (if applicable): Candidate intent to decline training acknowledgement form I, hereby acknowledge that I will attend the evaluation for Instructor, participated in the training course/opportunities made available by Equestrian Canada (EC) and the AlbertaCompetition Equestrian Coach Federationor Competition (AEF). Coach I understand Specialist that certification I am responsible as indicat fored my below own having preparation not 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 evaluation. sufficient equine experience that I will be able to achieve the minimum standards established for this

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

Other AEF Sponsored Coach Training Workshops EC/NCCP Competition Coach Specialist Training Workshops - Discipline Specific

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. 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.

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 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 choose their own topics from the list) 2. Support Athletes in Training (Teach 4 Lessons) – (2 topics assigned in advance) 3. Analyze Performance

Equestrian Canada Criteria How Evaluated OUTCOME Two Lesson plans required. Topics from the list.  Identify appropriate logistics for Dressage lessons to: lesson/schooling session 1. Improve the horse & rider – Plan to reflect  Identify appropriate activities in improvement of a skill previously introduced each part of a structured lesson 2. Introduce a specific skill. _ Plan to reflect introduction plan of a new skill 1. Plan a  Design an emergency action plan Eventing lesson to: Schooling (EAP) 1. Improve horse & rider (flat) - Plan to reflect Session improvement of a skill previously introduced (Written lesson SEE RUBRIC 2. Introduce a specific X Country skill - Plan to plans) reflect introduction of a new skill Hunter/Jumper: 1. Improve the horse & rider (flat) - Plan to reflect improvement of a skill previously introduced 2. Introduce a specific skill over fences. _ Plan to reflect introduction of a new skill Dressage lessons to:  Ensure lesson environments are 1. Improve the horse – Teach a topic that the horse/rider safe. already knows but needs to improve  Teach an appropriately structured 2. Introduce a specific skill – Teach a topic off the list that and organized schooling session/ the candidate believes the horse/rider is ready to lesson. learn.  Demonstrate teaching 3. Improve the rider (Equitation) - No specific topic behaviours/interventions that 4. Lunge to improve a horse while explaining the process promote learning. to a student Eventing lesson to: SEE RUBRIC 1. Improve horse & rider performance (flat)- Teach a topic that the horse/rider already knows but needs to Four lessons: improve or a new skill. 2. Support Lesson 1 and 2 - Topics assigned from 2. School X Country – Introduce a new skill or improve Athletes in the list assigned in advance. performance Training Lesson 3 – To improve horse/rider. 3. Improve the rider and horse over gymnastics- No (Teach Candidate to teach/improve what is specific topic lessons) presented. 4. Lunge to improve a horse while explaining the process Lesson 4 – Lunge lesson as described. to a student Hunter/Jumper: 1. Improve the horse (flat) – Teach a topic that the horse/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- No specific topic 4. Lunge to improve a horse while explaining the process to a student  Detect errors horse/rider skills. This outcome relates to the coach’s demonstration of 3. Analyze  Correct errors in rider/horse skills. competence and mastery within the competitive Performance SEE RUBRIC environment. The evaluation of this outcome involves Formal Observation and interview

All COMPETITION COACH- SPECIALISTS will be able complete each of the following to the STANDARD or ADVANCED: 4. Design an Equestrian Sports Program 5. Manage an Equestrian Sports Program 6. Support the Competitive Experience 7. Making Ethical Decisions (online evaluation, no rubric)

Equestrian Canada How Evaluated NCCP Outcome Criteria Outline program structure Portfolio submission to include the 4. Design an based on available training and items outlined in the rubric Equestrian Sports competition opportunities Program Identify program measures to promote rider/horse development Develop practice plans that integrate seasonal training priorities Manage administrative aspects The coach must submit 5. Manage an of program and oversees logistics evidence/examples in a portfolio or Equestrian Sports Report on athlete progress document of his/her choice. Program throughout program 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. Prepare for readiness in Interview process and/or observation 6. Support the competition at a competition venue Competitive Make effective interventions Experience during and after the competition

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.

© Equestrian Canada and Coaching Association of Canada, 2016 3 English Competition Coach Specialist Rubric OUTCOME 1: PLAN A LESSON/SCHOOLING SESSION A - Identify appropriate logistics for lesson/schooling session

(Not Sufficient) STANDARD

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  Plan has a basic conclusion. structure, but  Identifies the duration of the practice and each practice segment on a timeline. does not clearly  Identifies a goal or a series of key elements that will be addressed in the lesson. identify main  Indicates basic logistical needs (i.e., facilities and equipment) to match the overall goal. segments or time  Includes a list of key factors or teaching points that relate to the overall goal line of practice  Provides evidence of optimal use of the available time and equipment to promote a high degree  Practice plan of active engagement time, learning, and training on the part of riders/horses. goals and  Identifies specific objectives for each activity and a list of key factors or teaching points for each objectives are activity. vague and not  Identifies training priorities and objectives that are appropriate for the time of the season and clearly identified. 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

OUTCOME 1: PLAN A LESSON/SCHOOLING SESSION B – Identify appropriate activities for each part of the lesson

(Not Sufficient) STANDARD

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. Activities:  Are sequenced properly in the main part to promote learning and skill development and induce the  Do not link to desired training effect. overall purpose  Contribute to the development of skill and are appropriate to the stage of skill development of practice. (acquisition, consolidation, refinement) of the rider/horse.  Do not reflect  Identifies key factors (coaching points) awareness of  Contribute to the development of athletic abilities in horse/rider, are appropriate for the sport, and safety. are consistent with LTED  Are not  Are created or designed for the specific needs of the rider/horse based on analysis of performance consistent with in competition. NCCP/Equestri  Integrate mental skills and strategies such as visualization, goal setting, and focusing strategies. an LTED  Are purposely integrated to promote skill development and are consistent with the growth and NCCP/Equestrian LTED skill development guidelines- development  Include practice conditions and/or variations in activities, which purposefully create challenges that principles. I.e. elicit specific training effect. too advanced  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.

(Not Sufficient) STANDARD

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  The emergency action  Location of a fully stocked first aid kit, horse and human. plan is not available or  Location of fire extinguishers incomplete.  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

(Not Sufficient) STANDARD

Coach: Coach:  Is able to critically reflect on safety concerns (risk management) before practice.  Recognizes the potential risks but does nothing to  Takes steps to minimize risk to participants before and throughout the practice – adjust the practice environment to enable safety. (includes equipment (tack check), adapting to environmental, equine factor)  Does not survey practice environment prior to  Identifies appropriate expectations for rider behaviour and reinforces these expectations practice. when appropriate.  Does not address dangerous factors in the  Forecasts dangerous factors and makes immediate adjustments so that horses and training/lesson environment. riders are not at risk.

OUTCOME 2: PROVIDE SUPPORT TO RIDERS/HORSES IN TRAINING – TEACH LESSONS B - Implement an appropriately structured and organized lesson

(Not Sufficient) STANDARD

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  There is no clear structure to the practice, as  Delivers lesson in organized segments i.e. Introduction, demonstration and explanation. demonstrated by the following elements:  Uses logical and evident progressions. (Should be prepared to present three).  Coach does not use appropriate activities.  Breaks are provided for recovery as required  Coach cannot provide evidence of planning FLEXIBILITY, ADAPTS AND MODIFIES (practice plan).  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

© Equestrian Canada and Coaching Association of Canada, 2016 5 English Competition Coach Specialist Rubric OUTCOME 2: PROVIDE SUPPORT TO RIDERS/HORSES IN TRAINING – TEACH LESSONS C -Make intervention that promote learning

(Not Sufficient) STANDARD

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.  Feedback and  Uses demonstrations, and participants are in an optimal position to see and hear. instruction only FEEDBACK identify what to  Uses positive, respectful and specific language when providing verbal interventions improve, and  Provides feedback and instruction that clearly identifies what to improve and how to improve. not how to  Uses feedback during the lesson to constructively reinforce riders’ effort and performance improve.  Makes interventions such that riders have adequate time to practice skill or tactic.  Coach uses an  Maintains a positive outlook and acknowledges rider’s needs and thoughts. explanation but  Provides feedback which is evaluative, prescriptive and descriptive does not  Analyzes when to limit feedback to promote critical thinking identify any key TEACHING KNOWLEDGE & CONTENT learning points.  Implements activities that contribute to the development of technical skills, tactics, and athletic abilities.  Coach uses  Adequately sequences activities to enhance learning or specific training effects demonstration  Provides activities that clearly identify the performance factors and learning objectives that were outlined at the but participants beginning of lesson and creates specific coaching moments (cognitive triggers) to enhance learning. are not in an  Can identify and use appropriate techniques that address individual learning styles and that optimize learning. optimal position  Creates and integrates opportunities for the rider to apply basic decision making (technical knowledge) to see and  Adheres to the appropriate skill development model- LTED hear.  Makes adjustments based on reaction and performance  Limited  Lesson content matches lesson goal(s). intervention is  Integrates mental preparation strategies into the lesson made to clarify  Selects from a variety of intervention strategies to achieve specific learning objectives that will result in greater key learning transfer to the competitive environment. objectives. QUESTIONS  No or few  Riders are encouraged to ask questions questions are  Uses questioning to help rider to reflect on performance. asked  Reinforces correct performance by facilitating appropriate interventions (e.g., feedback, questioning, using a  Feedback does demonstration) to identify the key factors that were properly executed not match  Provides specific feedback to individual riders and enables each rider to take greater ownership over specific performance performance factors and learning objectives.  Focus is on  Uses questions to facilitate awareness and critical thinking performance at  Emphasizes independent thinking and problem solving. the expense of MISCELLANEOUS ( **Evaluators may question the candidate for evidence) learn  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 **

OUTCOME 2: PROVIDE SUPPORT TO RIDERS/HORSES IN TRAINING D – Teaching a student how to improve the horse on the lunge

Not Sufficient STANDARD

The coach The coach does not: - Moves around the horse efficiently, demonstrating experience and a high comfort - Demonstrate confidence and experience level. - Observe and instruct correctly - Obvious experience using the equipment is evident. - Check tack/equipment - Is able to respond to questions about the equipment. - Adjust tack/equipment - Adjusts the equipment during the session when/if required without prompting.

- Provide protective equipment for the - Recognizes potential hazards regarding equipment. horse - Has researched information about the horse. - Ensure equipment is in good condition - Discusses and explains what is required to the “student” Safety - Wear gloves and/or is wearing spurs - Involves the “student” in tack adjustment as required. - Ensure the doors/gates are closed and - Uses “teachable moments” ignores potential hazards - Quickly adapts to a situation that emerges during the session - Address dangerous factors or potential The coach ensures: risks that are present. - 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.

Lunge line is wrapped around hand The coach demonstrates, observes and instructs the student as required how - Lunge line is dragged on ground to: - Whip is moved in such a way as to scare - Hold the lunge line safely the horse while tack is checked - Avoid the lunge line touching the ground - Lunge whip is held too high or low - Fluidly adjust the length of the lunge line as necessary - Cracks the whip. - Maintain an even size and shape of circle - Cannot maintain an even size and shape - Use voice, whip and/or body language effectively to control horse’s movement. of circle

ing to the “student” the to ing - Maintain/adjust position throughout as required - Circle too small/large - Maintain control of the horse and/or regain control effectively as required. - Does not maintain correct triangle of - Motivate the horse to move forward and engage. control with whip and horse - Use the equipment correctly - Is unable to use body/voice to effectively Lunging Technique Lunging Coach: control horses movement - Discusses and explains what is required to the “student” - Equipment is not adjusted as required - Involves the “student” as much as possible. - Horse is not moving forward into the - Uses “teachable moments”

While demonstrat While contact as required

Coach can not explain to the student: - How to identify the root training Coach is able to: problem/objective - Clearly identify training challenges/root problem (Analyzing Performance) - Why certain equipment is being used - Discuss this with the “student” - How to address a particular training - State WHAT is going to be done in the training session to address the challenge

challenge - Explain WHY this goal is important. - How to match the exercise with the - Explain HOW the goal will be achieved intended results or improvement desired. - Involve the student in the decision -making The coach can/does not: - Suggest a specific exercise and explain how the exercise will help to improve the - Suggest safe exercises. horse - Suggest the next progression before - Recognize when it is appropriate to move to the next progression and can explain improvement is achieved. why the decision is made. - Discuss how the exercises affect the - Recognize and explain the need to use other equipment to assist in improving training goals. performance - Improve the horse in the time provided Teaching and Training and Teaching - Use the equipment effectively to improve performance - Discuss/explain the results or lack of - Assist/instruct the student how to improve the horse results - Discuss the results or lack of results of the training session - Realize that the equipment used is not - Involves the “student” as often as possible appropriate for the training goal - Uses “teachable moments” desired

(Not Sufficient) STANDARD

Coach:  Moves around practice environment to observe skills from the most optimal vantage Coach: points and scans all the athletes.  Observes the skill from a single vantage  Is able to select the most critical factor that has a direct impact on performance. point to detect performance factors.  Is able to reflect on potential causes of skill error (cognitive, affective motor).  Is able to identify key performance  Is able to consistently communicate how and why a critical error contributes to the factors that contribute to errors in performance. performance, but cannot select the most  Helps athletes to understand how errors affect overall performance by asking appropriate critical factor that will have the greatest questions. impact on performance.  Helps the athletes to detect key performance factors and to understand how and why  Scans lesson environment infrequently these errors affect overall performance. and pays little attention to skill  Analyzes a variety of factors that could contribute to increased performance (e.g. athletic execution. abilities in horse/rider, environmental factors, recovery and regenerative strategies for  Identifies effort and motivational factors horse/rider, mental strategies for horse/rider etc) that contribute to lack of performance  Uses a variety of observational strategies (e.g., positioning, video, other coaches, etc.) to rather than key technical or tactical identify the most critical aspects of performance. factors.  Reinforces application of competitive rules that relate to skill execution when appropriate.  Is only able to explain how the error  Provides a rationale for identifying skills or tactics that need improvement, based on relates to the overall performance but sport-specific analysis of performance. does not indicate why it is important  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:  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 Coach: consistently identifies how to improve performance  Corrects the rider by indicating what  Uses demonstrations to model correct performance. they did rather than identifying specific  Involves riders in a critical thinking process: What did you do? What should you do? What strategies for how to improve the are you going to do to get better results? performance.  Asks the rider’s/parent consent for physical contact when assisting in correcting an error.  Provides corrections that identify  Identifies if the level of difficulty in the task is relevant to the rider’s/horse’s capabilities vague external factors rather than  Ensures adequate motor engagement in the task/activity for each rider/horse. specific factors that contribute to  Helps riders to identify individual corrections by asking open-ended questions. improved performance  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.

© Equestrian Canada and Coaching Association of Canada, 2016 8 English Competition Coach Specialist Rubric OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM C - Develop practice plans that integrate seasonal training priorities OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM A - Outline program structure based on available training and competition opportunities (Not Sufficient) STANDARD ADVANCED

(Not Sufficient) STANDARD ADVANCED

Coach:  Can identify all rider/horse information As in the standard plus coach :  Can indicate the length of the season, Presents a seasonal planning calendar which: practice/lesson dates, and main competitions. - Is divided into specific phases within each period.  Can identify entry point for the majority of riders in - Identifies the relative importance of competitions. the season plan. Coach: - Provides sufficient opportunities for recovery and  Reflects on possibility of starting earlier or  Coach is able to present learning, rider and horse development between finishing later in the season. only basic rider/horse important competitions.  Uses the program template (developed by his/her information and seasonal - Organizes competitions and their importance to sport or as part of the multi-sport modules) to logistics (practices and arrange them with an appropriate perspective in correctly identify training objectives and priorities competitions). order to promote Equestrian long-term development at critical times of the season.  Coach cannot present a (LTED) – Learning and Training to Compete.  Correctly calculates the length of the season given planning calendar of - Identifies major program orientations (goals and breaks and other logistics. logistical information objectives) related to skill development, physical  Presents logistical information on a planning conditioning, rider/horse performance, and general calendar. stages of rider/horse development for each period  Correctly divides seasonal program into three of the program. main periods (preparation, competition, transition). - Indicates the relative importance of the training  Correctly calculates the total number of factors and training components for each period competition and training days in the seasonal program.

OUTCOME 4: DESIGN AN EQUESTRIAN SPORT PROGRAM B - Identify program measures to promote rider/horse development

(Not Sufficient) STANDARD ADVANCED

Coach:  Calculates the ratio of training: competition opportunities within the seasonal program  Compares the ratio of training: Coach: competition opportunities within own As in standard plus coach:  Coach does not compare training- program to recommended norms  Identifies systemic strategies or measures to to-competition ratios to LTED – pertaining to long-term equestrian offset critical program elements that show Training and Learning to development (LTED). major inconsistencies with the LTED template Compete/win norms.  Identifies whether there are adequate and that are prevalent in the sport.  Coach does not present any training and competition opportunities for  Determines if trends observed in own program strategies or solutions to assist in developmental potential based on LTED are generalized in the Equestrian sport. aligning training–to-competition norms as a reference.  Systematically addresses key program ratios to LTED (Learning and  Provides a brief rationale that identifies variables that represent obstacles to athlete Training to Compete) norms. whether seasonal program promotes long-term development in order to achieve an  Coach does not calculate training- adequate developmental potential. appropriate training to competition ratio. to-competition ratios.  Correctly identifies major issues within the seasonal program and presents realistic solutions that are consistent with LTED norms (Learning and Training to Compete).

© Equestrian Canada and Coaching Association of Canada, 2016 9 English Competition Coach Specialist Rubric 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 As in the standard plus coach:

program.  Develops and presents a seasonal

 Correctly identifies the specific objectives planning template that integrates sport- Coach: (development-maintenance or acquisition- specific components, physical  Is unable to correctly prioritize consolidation) for each of the athletic abilities components, and specific mental athletic abilities within a given based on the location in the preparatory period. strategies into program design (e.g., week of the preparatory period  Determines the total number of training or visualization, goal setting, etc.). of a seasonal plan. practice sessions and their duration and  Develops and presents an Equestrian  Is unable to identify objectives calculates the total training or practice time template for LTED that is consistent with for each of the athletic abilities within weekly plan. NCCP and LTED growth and within a given week of the  Determines whether the time required and the development principles, principles for preparatory period of a seasonal time available for athlete preparation is training athletic abilities, and stages of plan. appropriately aligned based on NCCP or skill development.

Equestrian Canada guidelines. I.e. can the  Can identify adjustments to the LTED

athlete maintain an appropriate quality of life template to better reflect own program

and prepare for competition. situation while remaining consistent with

 Presents a strategy to develop athletic abilities LTED principles, growth and

based on analysis of weekly program and development principles, principles for

identifies how to manage time based on training athletic abilities, and stages of

training priorities and objectives. skill development.

 Presents a one-week plan for each period of  Presents a seasonal planning template

the seasonal program that correctly identifies that prioritizes key training factors,

main objectives and priorities for athletic components, and objectives and

abilities. provides appropriate sequencing of these

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

OUTCOME 5: MANAGE AN EQUESTRIAN SPORT PROGRAM A - Manage administrative aspects of program and oversee logistics

(Not Sufficient) STANDARD ADVANCED

Coach As in standard plus coach:  Can present documentation that outlines the  Provides evidence of his/her ability to work philosophy, objectives, basic financial demands, Coach; with other coaches (assistants) using optimal and schedules of competition events and training  Provides limited or no leadership qualities. Leadership for this commitments. evidence of use of context is defined as the ability to influence  Provides evidence of ongoing communication communication tools or others to accept, willingly, the leader's with athletes, parents, and other key other forms of program purpose and goal to help bring about some stakeholder. information. better future outcome or result, and to work  Provides a schedule of competition and training  Provides limited or no together, voluntarily, towards achieving that commitments to riders and key stakeholders. documentation that outlines end  Identifies expectations for behaviour and the philosophy, objectives,  Provide evidence that he/she delegates commitment and identifies appropriate basic financial demands, activities appropriately to other coaches consequences. and schedules of (assistants) and acknowledges their ideas  Facilitates logistics for away competitions (travel competition events and and input into the program. arrangements, food, chaperones, etc.). training commitments.  Can present written criteria for selection of  Can provide a record of appointments/meetings athletes to competitions or specific with experts and/or stakeholders as required competitive events preparing budgets and other financial logistics.

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

(Not Sufficient) STANDARD ADVANCED

As in standard plus coach:  Presents evidence of debriefing session

Coach: or interview with rider and/ or parents to

 Presents documentation that provides discuss progress in relation to individual

general assessment of rider/horse goals.  Rider/Horse assessment tends to be performance and level of progression.  Tracks specific rider/horse performance anecdotal or subjective and does not  Presents basic individual rider/horse factors over an extended period of time clearly identify key performance factors assessment tool that identifies key (e.g., one season) and can clearly identify or areas for improvement. performance factors and recommends rider/horse progress.  Assessment of performance is vague areas for improvement.  Provides evidence that assessment and unclear. There is limited  Ensures the privacy of rider/horse includes objective indicators of documentation on athlete progress information and takes steps to maximize performance in relation to rider goals within the program confidentiality. (e.g., fitness testing results, attendance,

training diary, training loads or volumes, etc.).

OUTCOME 6: SUPPORT THE COMPETITIVE EXPERIENCE A- Prepare for readiness in competition

(Not Sufficient) STANDARD ADVANCED

Coach:

 Ensures that sport-specific logistics and procedures

(equipment, facility, rules) are accounted for to As in the standard plus coach:

enable a safe and positive competition  Is able to present contingency plans to

environment. deal with unforeseen or ambiguous

 Manages time effectively to ensure horse/rider factors that may affect the competition.

physical readiness (e.g., warm-up, lunging, hand I.e. Contingency plans to reduce or minimize

walking etc.), equipment checks, and sport-specific distractions for riders or provide alternatives  Coach is not logistics (e.g., rider and/or barn manager meeting). to ensure optimal rider/horse performance. prepared and  Ensures that warm-up provides adequate physical  Ensures the use of basic mental has difficulty readiness for competition. strategies to assist in creating an ideal organizing  Identifies performance or process goals for performance state. rider/horse for competition and has planned a strategy to monitor  Plans and organizes the roles and competition. these goals. responsibilities of assistants and other  Rider is  Can produce a competition plan that identifies stakeholders (e.g., other coaches, unaware of tactics, strategies, or horse/rider expectations trainers, parents, managers, etc.). competition before, during, and after the competition.  Can present a strategy to monitor schedule or  Clarifies competitive rules before the competition competition goals or gather evidence of plan. (e.g., eligibility etc.) and communicates appropriate rider/horse performance.  Pre-competition information to athletes and other stakeholders (e.g.,  Reinforces key nutritional considerations preparation is parents). (e.g., hydration, pre-event eating) before rushed, and  Ensures that tactics and strategies are consistent the competition. equipment is with rider/horse stage of development, skill level,  Promotes philosophies of fair play and not readily and fitness level; seasonal objectives; and the rules drug-free sport as identified by the available. of competition. Canadian Centre for Ethics in Sport or

 Adjusts rider/horse preparation based on changes by provincial legislation.

in the competitive environment or other extraneous

factors (e.g., rider/horse injury).

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

(Not Sufficient) STANDARD ADVANCED

Coach: Coach:  Is positive and provides rider with basic information that  Criticizes identifies what he/she needs to improve performance. rider’s/horse’s  Gives frequent motivational or directional prompts during the As in standard plus coach: performance competition or between classes (as appropriate).  Presents a post during the  Meets with rider after the competition to provide encouragement competition assessment competition or and reinforce achievement of performance and between  Is positive and provides rider with basic information that provides a link to the competitive identifies what and how to develop greater performance. For goals or objectives of the events. example, coach gives basic strategic information and provides next practice or  Ignores rider after ways in which to achieve successful performance during the competition. the competition or competition or between competitive classes (as appropriate).  Assists the rider, during berates rider’s  Makes sure rider is focused on the task, not the result or or after the competitive performance. scoreboard. events, to reflect upon  Interventions are  Meets with rider after the competition to review competitive and choose successful coach directed objectives. strategies for subsequent and tend to be  Helps rider (during or between classes, as appropriate), to performances. non-specific or reflect critically by prompting them to choose successful  Assesses strategy plan vague. strategies for subsequent performances. after the competition and

 Uses interventions that provide strategic information (event identifies what aspects of

specific), manage rider/horse, make adjustments for equipment the plan were successful

(fine tuning, etc.), or implement mental strategies (anxiety and a rational for what

control). could be improved.

 Assesses the timing and interventions (or decisions to not Interventions are complex

intervene) made during the competition as appropriate to the and require athletes to take

sport and can justify which interventions may be repeated or ownership over competitive

modified in the next competition situation. decisions where

appropriate.

Interventions are complex and are predominantly coach

directed with the aim of empowering the rider to achieve

successful performance.

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:

INTRODUCTION

For this outcome/task you will be required to submit information about your competition schedule, a yearly training and recovery plan (YTRP) and 2 weekly plans from your program. This document is designed 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 and checklist is to ensure that you have included everything that is required. This outcome consists of three 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. © Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 2  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 Competition Period of the seasonal program that correctly identify main objectives and priorities for athletic abilities of 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 Coach Specialist 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:

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

Training Objectives:

Examples; Skill Development Physical Conditioning Performance

THE HORSE- Please do the same for the horse

Strengths

Training Objectives:

Examples; Skill Development Physical Conditioning Performance

______

STEP 2 - PLANNING CALENDAR

List of competition dates

1. Using your competition schedule, take an inventory of the competitions in which you would like your athlete 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 the year

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 the preparation phase of the program and the first regular or official competition. Note: Preparatory or unofficial competitions at the beginning of the program should be considered part of the Preparation Period. Within the Preparation Period your program may have a General Preparation phase, which happens earlier in the period, and a Specific Preparation phase, which happens later in the period. (Specific prep for a certain competition) • Competition Period: The number of weeks between the first regular or official competition of 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 a Final Competition phase. • Transition Period: The number of weeks between the last competition athletes will take part in or last supervised contact you will have with them and the first contact in the new season. • Be sure to indicate opportunities for recovery, learning and horse/rider development between 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 resuming lessons then that period of time would be a transition period. If however you take your student to Florida or you continue with lessons all year then there would be continuous schooling and there would be no transition period.

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 phase of your competition period? (If your competition program runs for a full year, use January 1st of the current year) Date: ______

2. When is the last time you supervise your athlete in the GENERAL PREPARATION phase of your competition 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 phase of your competition period? (If your competition program runs for a full year, use January 1st of the current year) Date: ______

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

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

4. Training priority in this period ______

C. COMPETITION PERIOD

1. What is the date of the first lesson/training session in the COMPETITION period of your program? Date: ______

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

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

4. Training priority in this period ______

D. BREAKS AND INTERRUPTIONS

1. Write down the number of weeks when there are no practices or competitions (for example, 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) ______+ the number of weeks in C(3) – the breaks in D (1) ______= ______weeks

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 the number of competition days, the number of lesson/training days, and the percentage of the training program 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 PREPARATION period, your COMPETITION period and your TRANSITION period for your rider.

Length Partial Period/Phase Average Number of Training Days per Week (Weeks) Total General ______X ______Days per week Preparation A – 3 Training days include: Supervised lessons only = Phase Above Specific ______X ______Days per week Preparation B – 3 Training days include: Supervised lessons only = Phase Above Competition ______X ______Days per week Period C - 3 Training days include: Supervised lessons only = Above Transition ______X ______Days per week Period F-2 Training days include: Supervised lessons only = (if applicable) Above (Only if applicable)

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

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

Competition Days (A) ______+ Training Days (B) ______= ______PROGRAM DAYS

D. Percentage of training program devoted to COMPETITION Number 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 of Number of Average Training priority Preparation lessons per length of period Weeks week in this lesson period Min. Length of Number of Average Training priority Competition lessons per length of period Weeks week in this lesson period Min. Length of Number of Average Training priority Transition lessons per length of period Weeks week in this lesson period Min.

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

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

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

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 time required 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 and priorities for athletic abilities. The following steps will assist you in developing a one-week plan for each of TWO periods of the seasonal program that correctly identify the main objectives and priorities for athletic abilities in horse 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 the Competition 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, which follows.

© Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 9 2. Identify the Training Objectives for the Week For 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 reference material 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 Week For 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 from the Design a Sport Program training for more information.  Enter this information in Column 2, under Practice Conditions, in your Abilities to Train Worksheet. 4. Identify Types of Exercises for the Week For each combination of athletic ability and training objective in your Abilities to Train Worksheet, identify the most appropriate types of exercises for that week. Refer to page 29 of the reference 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 Train Worksheet. 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 the training 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 to reconsider 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 to decide 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 is a gap between training time required and Rider time available.

Discipline: ______Goal for the week: ______

Exercise description

2. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

3. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

4. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

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

Total time available by the rider for the week Total time required to achieve the goals for the week. Hrs. Hrs. Gap between time required and time If there is a gap, please provide a solution. (Use a available (if applicable) Hrs. separate paper for your answer) © Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 11 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 Types of Exercises Practice Conditions 1. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

2. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

3. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

4. Horse – rider – both Training Objectives ( ) General exercises ( ) Specific exercises ( ) Competition exercises Practice Conditions:

Exercise description

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

Total time available by the rider for the week Total time required to achieve the goals for the week. Hrs. Hrs. Gap between time required and time available if If there is a gap, please provide a solution. (Use a applicable. Hrs. separate paper for your answer)

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 Types of Exercises Practice Conditions 1. Horse – rider – both Training Objectives ( ) General exercises Stride control – obedience- co-ordination of aids Consolidation ( * ) Specific exercises Practice Conditions: ( ) Competition exercises Performance consistency and Decision-making

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 – both Training Objectives ( ) General exercises Lateral suppleness and two track work – Consolidation ( *) Specific exercises Practice Conditions: ( ) Competition exercises Performance consistency and Decision-making Exercise description Flat work: Shoulder-in, leg yield, counter canter, circles, serpentines, half pass, trot and canter

3. Horse – rider – both Training Objectives ( ) General exercises Improve jumping form Acquisition/consolidation ( * ) Specific exercises Practice Conditions: ( ) Competition exercises Variety of gym lines

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

4. Horse – rider – both Training Objectives ( *) General exercises Acquisition ( ) Specific exercises Conditioning Practice Conditions: ( ) Competition exercises Controlled

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 No Gap applicable NONE

© Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 13 © Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 14 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 Date

Level Competitions you plan to attend Reg. Comp

Champ.

General Preparation Phase Specific Preparation Phase Competition Period

Transition Phase Turnout/hacking

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM Easy day - 1 hr Hack plus 1 hr Dressage 1 hr Hack 1 hr Hack Cross Country 1 hr Hand walk 1 hr Walk 30’ Trot plus 1 hr Hand walk 20’ Trot 30’ Dressage Day Horse inspection dressage 1 hr Hand walk

H.V. L.I. H.V. M.I M.I L.V. 1 hr Hand walk H.I. M.V. H.I. M.V. H.I. L.V. PM Turnout 1 hr Hack plus Horse Inspection 1 hr Hand walk 1 hr Hand walk Competition 1 ½ Show Jumping turnout 30’ Dressage 30’ Dressage hr endurance and competition competition 10’ cross country 45’ passive warm up

A.R. Travel to 1 hr Hand walk 15’ jumping competition

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

MICROCYCLE: ______RELATIVE IMPORTANCE: ______

NAME OF RIDER: ______NAME OF HORSE: ______

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM

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

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

MICROCYCLE: ______RELATIVE IMPORTANCE: ______

NAME OF RIDER: ______NAME OF HORSE: ______

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM

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

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:

TRAINING PHASE

MONTHS

SESSIONS PER WEEK % % % % % % TECHNIQUE/SKILLS

% % % % % % TACTICS/STRATEGIES

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

PHYSICAL % % % % % %

MENTAL/PSYCH % % % % % %

Sub-Total

Sub-total carry forward

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

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 phase of the plan

EXAMPLE - SEASONAL PLAN – RIDER Name: THE BEST RIDER

AGE: 16 - FEMALE COMPETITION LEVEL: 1M20 JUMPERS

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

OF AIDS) INTEGRATION AND A** D** C** M*** APPLICATION OF BASIC SKILLS PROPER EXECUTION D*** C** R** M**

(QUALITY)

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

SUB-TOTAL 65% 70% 75% 70%

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

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 D* D** I** I*** /CONCENTRATION

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

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

POS. INTERNAL D* D** I** I*** DIALOGUE

RELAXATION D* D** I** I*** TECHNIQUES

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%

© Equine Canada and Coaching Association of Canada, Oct 2014_Corrected Jan 2016 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program) 22 AEF English Competition Coach Specialist Designated Lesson Topics 100, 251 Midpark Blvd SE, Calgary, AB T2X 1S3 Phone: 403.253.4411 ext. 3 | Toll Free: 1.877.463.6233 Fax: 403.252.5260 | [email protected] albertaequestrian.com 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 corner jump • Riding a skinnycoffin jump or narrow fence • Riding an arrowhead • Jumping fences on an uphill/downhill grade • Riding a hilltop jump • Riding a combination

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: Immediate Goal: (Skills needed for the riders to manage a logical progression to reach the goal)

Long Term Goal:

Equipment List Diagram of Arena Set Up

A Safety Considerations

B Lesson Segments and Timelines Introduction Approximate Timeline:

Warm-Up Approximate Timeline:

Explanation Approximate Timeline:

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

Demonstration Approximate Timeline:

Activity/Progression #1 Approximate Timeline: Goal/Key Point:

Activity/Progression #2 Approximate Timeline: Goal/Key Point:

Activity/Progression #3 Approximate Timeline: Goal/Key Point:

Cool Down (if appropriate) Approximate Timeline:

Conclusion Approximate Timeline:

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

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: Immediate Goal: (Skills needed for the riders to manage a logical progression to reach the goal)

Long Term Goal:

Equipment List Diagram of Arena Set Up

A Safety Considerations

B Lesson Segments and Timelines Introduction Approximate Timeline:

Warm-Up Approximate Timeline:

Explanation Approximate Timeline:

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

Demonstration Approximate Timeline:

Activity/Progression #1 Approximate Timeline: Goal/Key Point:

Activity/Progression #2 Approximate Timeline: Goal/Key Point:

Activity/Progression #3 Approximate Timeline: Goal/Key Point:

Cool Down (if appropriate) Approximate Timeline:

Conclusion Approximate Timeline:

2 Equestrian Canada Équestre – Coaching Program – Lesson 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 #

Date Last Item Location Checked/ Notes Reviewed First Aid Kit – Human List of Contents Attached Y N First Aid Kit – Horse List of Contents Attached Y N Location Marked on Facility Fire Extinguishers Diagram Y N Rider Profiles/Phone #’s What security measures are in place for the Staff Profiles/Phone #’s profiles? 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)

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