Equine Canada/Nccp English Competition Coach Specialist

Competition Coach Specialists are capable of teaching the competitive equestrian in the candidate’s area of specialization. Competition Coach Specialists will work with intermediate and/or more advanced riders to further develop basic riding, horsemanship and safety skills. They are working to advance students from Provincial/Territorial to National level competitions. The Competition Coach Specialist should also be able to evaluate a horse and its suitability for a student, supervise stable operations and routines, and have experience training and preparing horses for competition. LTED-Learn to Compete, Train the Competitor and the Learning and Training to Win stages. Candidates will specialize in one discipline; however, they are expected to be conversant in all English or Western disciplines. Candidates must have had competitive experience. The following NCCP Competition Coach Specialist certifications are offered by Equestrian Canada (EC):  Dressage Specialist  Eventing Specialist  General Performance Specialist  Jumping Specialist  Reining Specialist  Speed Events Specialist

Contact your Provincial or Territorial Sport Organization (PTSO) to get started! https://equestrian.ca/about/governance/provincial-territorial-partners

Hold an EC Gold Sport License in good standing. Hold a PTSO Membership in good standing. Complete the Coaching Association of Canada’s Make Ethical Decisions Online Evaluation –

Competition – Introduction. Complete the Coaching Association of Canada’s Making Head Way in Sport module. Complete a First Aid course, such as St. John Ambulance, Red Cross or an equivalent course

approved by Equestrian Canada (minimum 8 hours). Submit signed copies of the EC Code of Ethics and Coaching Code of Conduct. Provide proof of an acceptable Criminal Record check current within 5 years, as required by EC standards. (Regional PTSO and municipal requirements may also apply.) The PTSO will keep copies of the criminal record check. If a PTSO receives a questionable criminal record search for

an instructor, coach or program candidate a copy of this documentation should be forwarded to the attention of the EC Chief Executive Officer and EC President. A response would result in a letter from EC to the instructor, coach or program candidate in question with a copy sent to the PTSO.

1 Equestrian Canada Équestre – Coaching Program – NCCP Competition Coach Specialist Admissions v2016.01

Be at least 20 years of age as of January 1st of the current year. Depending on the Competition Coach Specialist certificate being sought, candidates must meet certification specific prerequisites, they are as follows:

Dressage

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

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

Practical To have prepared a horse, which has competed at a minimum of two (2) shows at Third Experience Level or higher with a minimum score of 60% at EC Gold Shows.

Eventing

Coaching Candidates may start the evaluation process if they have a minimum of two (2) students Experience at the national Training Horse Trails level or above and working towards competing at a CNC 1* / national Preliminary Horse Trails competition. To complete the evaluation process, the candidate must show proof of having coached or be actively coaching a candidate at the CNC 1*/National Preliminary Horse Trials level.

Competitive Personal experience at the CNC 1* / national Preliminary Horse Trails level. Experience

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

General Performance

Coaching The Candidate must have at least 2 years’ coaching experience at Breed or Provincial Experience Shows, and have a student(s) who have achieved the requirements for the candidate’s student’s Competitive Experience. Show records verifying these placings will need to be submitted.

Competitive The Candidate must have achieved a top 4 placing, in a class of 6 competitors, under at Experience least 2 different judges, at a minimum of 3 Breed or Provincial Shows. These results must be repeated in at least 3 different discipline classes, from the list as follows: Western Pleasure, Showmanship, Horsemanship, Trail, Western Riding

2 Equestrian Canada Équestre – Coaching Program – NCCP Competition Coach Specialist Admissions v2016.01

OR The Candidate student(s) must have achieved a top 5 placing, in a class of 6 competitors, under at least 2 different judges, at a minimum of 3 Breed or Provincial Shows. These results must be repeated in at least 3 different discipline classes, from the list above. If the Candidate’s student’s(s’) competitive experience is used, the student(s) must submit a signed letter indicating the Candidate was their coach at the time they achieved the placings. Show records, verifying either of the sets placings, will need to be submitted.

Practical The Candidate must have trained a horse that has achieved the requirements for the Experience candidate’s Competitive Experience. Show records, verifying either of the sets of placings, will need to be submitted.

Jumping

Coaching At least two years coaching experience producing students who have successfully Experience completed courses at 3'0”(90 cm) in the hunter or jumping divisions at Silver or Gold show.

Competitive To have successfully completed courses at a minimum of two (2) shows at 3'6”(1m10) Experience in the hunter or jumping divisions at Silver or Gold shows.

Practical To have prepared a horse which has successfully completed courses at a minimum of Experience two (2) shows at 3' 6” (1m10) in the hunter and or Jumping divisions at Silver or Gold shows.

Reining

Coaching The Candidate must have at least 2 years coaching experience at NRHA, CRC or Breed Experience Shows with a student(s) who has achieved minimum scores of 65, under at least 2 different judges, on 3 or more runs. Show records verifying these scores will need to be submitted.

Competitive The Candidate must have achieved a minimum score of 68, under at least 2 different Experience NRHA, CRC or Breed judges, on 3 or more runs. OR The Candidate’s student(s) must have achieved a minimum score of 65, under at least 2 different NRHA, CRC or Breed judges, on 3 or more runs. If the Candidate student’s(s’) competitive experience is used, the student(s) must submit a signed letter indicating the Candidate was their coach at the time they achieved the

3 Equestrian Canada Équestre – Coaching Program – NCCP Competition Coach Specialist Admissions v2016.01

scores. Show records verifying either of these sets of scores will need to be submitted.

Practical The Candidate must have trained a horse that they have competed on, and achieved a Experience minimum score of 68, under at least 2 different NRHA, CRC or Breed judges, on 3 or more runs. OR The Candidate must have trained a horse that their student(s) has competed on, and achieved a minimum score of 65, under at least 2 different NRHA, CRC or Breed judges, on 3 or more runs. Show records verifying either of these sets of scores will need to be submitted.

Speed Events

Coaching The Candidate must have at least 2 years’ coaching experience at Provincial, National Experience Speed Event Shows, Breed Shows or Rodeos and have a student(s) who has achieved the requirements for the candidate’s student’s Competitive Experience. Show records, verifying placings or times, will need to be submitted.

Competitive The Candidate must have achieved in: Experience 1) Barrel Racing – a top ten placing in 1st or 2nd division at Provincial, National Speed Event Shows, or a top 4 placing at Rodeos or Breed Shows, on 3 or more runs. 2) Pole Bending – a time of 24 seconds or under at Provincial, National Speed Event Shows, Breed Shows or Rodeos, on 3 or more runs. OR The Candidate’s student(s) must have achieved in: 1) Barrel Racing – a top ten placing in any division at Provincial, National Speed Event Shows, or a top 6 placing at Rodeos or Breed Shows, on 3 or more runs. 2) Pole Bending – a time of 26 seconds or under at Provincial, National Speed Event Shows, Breed Shows or Rodeos, on 3 or more runs. If the Candidate’s student’s(s) competitive experience is used, the student(s) must submit a signed letter indicating the Candidate was their coach at the time they achieved the placings or times. Show records, verifying either of the sets of placings or times, will need to be submitted.

4 Equestrian Canada Équestre – Coaching Program – NCCP Competition Coach Specialist Admissions v2016.01

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

PLUS

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.

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.

OUTCOME 1: PLAN A LESSON/SCHOOLING SESSION C – Design an Emergency Action Plan

(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

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.

EQUINE CANADA/NCCP ENGLISH COMPETITION COACH SPECIALIST

OUTCOME #1

LESSON PLANS AND EMERGENCY ACTION PLAN

PLEASE PREPARE YOUR 2 LESSON PLANS (CANDIDATES TO CHOOSE THEIR OWN TOPICS FROM THE LIST) AND EAP ( FOR HOME FACILITY)

LESSON PLANS EITHER IN HARD COPY OR ELECTRONICALLY AND SUBMIT TO YOUR PROVINCIAL OFFICE.

 PLEASE ATTACH THIS FORM TO YOUR LESSON PLANS AND EAP

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: ______

COMPETITION COACH SPECIALIST OUTCOME #1 – PLAN A LESSON AND EMERGENCY ACTION PLAN (EAP)

Two Lesson Plans are required;

Dressage lessons to: 1. Improve the horse & rider – Plan to reflect improvement of the horse’s way of going using poles/cavalletti at walk, trot and/or canter. 2. Introduce a specific skill. Plan to reflect introduction of a new skill from the topic list.

Eventing lesson to: 1. Improve horse & rider (flat) - Plan to reflect improvement of a skill previously introduced 2. Introduce a specific X Country skill - Plan to reflect introduction of a new skill from the topic list

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 from the topic list

Please choose topics from the list as follows:

English Competition Coach – Specialist English Competition Coach – Specialist Flat Topics Jumping Topics

1. Rein back 1. Riding a line of two fences set as a broken 2. Counter canter line 3. The horse’s engagement & collection at trot 2. Riding a line with optional striding, i.e. ride and/or canter 60’ line in 5 or 4 4. Non-progressive transitions (Canter to 3. Picking up the correct lead over a fence walk/walk to canter/trot to halt/halt to trot) 4. An automatic or out of hand release 5. Medium canter 5. Jumping fences on an angle 6. Shoulder-in 6. Adding a stride on a line 7. Half halt 7. Riding a line vertical to oxer & oxer to vertical 8. 10m circles 8. Riding a roll back turn to a fence 9. Travers 9. A horse’s jumping form through a gymnastic 10. Renvers 10. Cantering an oxer off a long approach 11. ½ turn on the haunches

Competition Coach – Specialist Eventing Topics

1. Galloping at speeds (400/450/520 mpm) 7. Riding a Corner Jump 2. Riding a bank/step up 8. Riding a skinny or narrow fence 3. Riding a drop/step down 9. Riding an Arrowhead 4. Riding a ditch 10. Jumping fences on an uphill or downhill grade 5. Jumping in and out of water 11. Riding a hilltop jump 6. Riding a Coffin Jump 12. Riding a combination

NB : THESE MAY NOT BE THE TOPICS YOU WILL BE TEACHING ON THE EVALUATION DAY.

The Lesson Plan should include:

 Potential risk factors.  Basic information (date, time etc.)  Main segments. (Intro, demo. Etc.)  Duration of the practice  Overall goal or a series of key elements (Technical knowledge)  Basic logistical needs (i.e., facilities and equipment) to match the overall goal  A list of key factors or teaching points that relate to the overall goal (Aids)  Evidence of optimal use of the available time and equipment  Specific objectives for each activity etc. (Technical Knowledge)  Training priorities and objectives are appropriate for the time of the season etc.  Where the practice is located within context of season or annual plan  Clear rationale for each goal and objective (Technical Knowledge)  How each goal is consistent with LTED

The exercises should:

 Reflect awareness of and control for potential risk factors  Be effectively described  Be purposeful and link to overall practice goal.  Be allotted enough time  Be sequenced properly  Contribute to the development of skill  Identify key factors (coaching points –what should the exercise look like)  Contribute to the development of athletic abilities in horse/rider  Be created or designed for the specific needs of the rider/horse consistent with LTED.  Integrate mental skills and strategies  Include practice conditions and/or variations in activities,  Promote basic concepts of decision- making  Contribute to development of specific physical abilities  Include the use of goal setting  Be appropriate to the time and location in the seasonal program.

NB. Please keep your lesson plan to a MAXIMUM of three typed pages each.

LESSON PLAN HELP FORM General information: The plans should have enough detail that another coach could teach from the plan. CC lesson plans must be prepared on the assigned topics, which are the same topics the coach will teach at the evaluation. CCS candidates prepare plans for their own students using topics off the list. (See candidate material) These plans are submitted in advance of the evaluation and may not be the same as the topics assigned at the evaluation.

Prepared by: Discipline (if applicable-CCS): Date:

Date: Time: Location:

Stage of Rider Development (Circle one) # Of riders and ages Age of horse(s) CC & IOB will have 3 CCS will know the age of their rider. Initiation -Acquisition or Consolidation riders CC may not so the candidate can put in the Circle one or two depending on what stage of learning you are age around which the plan is constructed focusing your lesson upon or what your goals are for the CCS will only have lesson. one rider

LTED stage: Stage in Competition Season (CCS ONLY): Please check your LTED manual CCS refer to YTP Rider Background: Preparation: CC can assume minimum Rider 6 Include any research you may need to do to prepare for CCS can assume minimum Rider 8 this lesson For details refer to Rider Level manuals Specific Objectives/ Key Elements: Lesson Topic: ******* Skills needed in each progression so the riders can Immediate Goal: Lesson Goal successfully proceed in a logical progression to reach lesson goal Long Term Goal: Connect to longer term goal in competition

EQUIPMENT LIST DIAGRAM OF ARENA SET UP

E Include anything you might need

such as pylons, poles etc.

st nd C A Diagram of the arena set up for the 1 and 2 progression

SAFETY CONSIDERATIONS To include the placement of the riders and horses for the demonstration as well as distances/measurements as required Mention things like footing, doors, cups on standards etc. May include additional diagram(s) if applicable on a separate page.

LESSON SEGMENTS AND TIMELINES

INTRODUCTION Approximate timeline:

 Review of arena safety rules as they apply to the lesson  Introduction of the coach and the riders  Tack check, stirrup length, helmet fitting, footwear etc., medical problems  Risk management - facility check (removal of potential hazards)  2 way communication – Ask questions © Equine Canada and Coaching Association of Canada, April 2013 English Competition Coach Specialist – Candidate Lesson Plan & EAP

WARM-UP Approximate timeline: ______

Should include: A description of the warm-up activity that will precede the lesson. The warm up should connect to the lesson topic.

EXPLANATION Approximate timeline: ___ .  What is the exercise?  Why is it important?  How is it done? Where? Aids? Etc.  Questions that might be asked.

DEMONSTRATION Approximate timeline: ___

Should include:  A demonstration of the first progression on foot, OR on a blackboard, OR mounted with diagrams/pictures OR by another mounted rider  Reinforcement of the aids or key learning points  Goals and objectives of a well executed skill  The second progression briefly ACTIVITY/PROGRESSION #1 Approximate timeline: ____

Goal/Key point: What do you want the students to learn?

The timeline may depend on how quickly the students achieve the desired goal. More advanced students in a group may be able to move on to the second progression depending on the type of activity. The coach may not complete all three progressions in one lesson. Should include:  Goal/objective of first progression  A clear description of the exercise/activity to be used to practice the skill described above  Key factors and teaching points to be observed while practicing  Safety reminders as required  Breaks as required ACTIVITY/PROGRESSION #2 Goal/Key point: What do you want the students to learn? Approximate timeline: ______

May require more explanation & demonstration Should include:  Goal/objective of first progression  A clear description of the exercise/activity to be used to practice the skill described above  Key factors and teaching points to be observed while practicing  Safety reminders as required  Breaks as required Goal/Key point: What do you want the students to learn? ACTIVITY/PROGRESSION #3 Approximate timeline: ______

Goal/Key point: What do you want the students to learn? May require more explanation & demonstration Should include:  Goal/objective of first progression  A clear description of the exercise/activity to be used to practice the skill described above  Key factors and teaching points to be observed while practicing  Safety reminders as required  Breaks as required Goal/Key point: What do you want the students to learn? COOL DOWN (If appropriate) Approximate timeline: ______

Should include a description of how the cool down will be conducted. CONCLUSION Approximate timeline: ______

Should include how the conclusion will be conducted. Could include questions to ask. What did you learn or what were you reminded about in this lesson? NB Do not repeat the entire lesson! © Equine Canada and Coaching Association of Canada, April 2013 English Competition Coach Specialist – Candidate Lesson Plan & EAP

COMPETITION COACH & SPECIALIST LESSON PLAN FORM

Prepared by: Discipline (if applicable-CCS): Date:

Date: Time: Location:

Stage of Rider Development (Circle one) # of riders and ages Age of horse(s)

Initiation -Acquisition or Consolidation LTED stage: Stage in Competition Season (CCS ONLY):

Rider Background: Preparation:

Lesson Topic: Specific Objectives/ Key Elements: (Skills needed for the riders to Immediate Goal: manage a logical progression to reach the goal)

Long Term Goal:

EQUIPMENT LIST DIAGRAM OF ARENA SET UP

C A SAFETY CONSIDERATIONS

LESSON SEGMENTS AND TIMELINES

INTRODUCTION Approximate timeline:

WARM-UP Approximate timeline:______

EXPLANATION Approximate timeline: ___

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: ______

EMERGENCY ACTION PLAN (Home Facility)

LOCATION OF FIRE/FLOOD PLAN: ______PLAN & MAP ATTACHED: ☐ YES ☐ NO

LOCATION OF TELEPHONES: ______☐ on facility diagram

GENERAL INFORMATION

FACILITY NAME: ______DIAGRAM OF FACILITY ATTACHED ☐ YES ☐NO

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 #: ______

PHONE NUMBERS

ITEM LOCATION DATE LAST NOTES CHECKED /REVIEWED First Aid kit - Human List of contents attached ☐ Y ☐ N First Aid kit - Horse List of contents attached ☐ Y ☐ N Fire extinguishers Location marked on facility diagram ☐ Y ☐ N Rider profiles/phone #s What security measures are in place for the profiles? Staff profiles/phone #s Horse profiles/phone #s

EMERGENCY, AMBULANCE, FIRE, POLICE, POISON CONTROL: 911 UNLESS OTHERWISE SPECIFIED FOR YOUR AREA

MAIN HOUSE STABLE

NAME PHONE NUMBER HOSPITAL VETERINARIAN AFTER HOURS VET FARRIER

CLEAR DIRECTIONS TO HOSPITAL: (MAP ATTACHED)

CLEAR DIRECTIONS TO VET HOSPITAL: (MAP ATTACHED)

EQUINE CANADA/NCCP ENGLISH COMPETITION COACH SPECIALIST

OUTCOME #2 and #3 – TEACHING LESSONS AND ALALYZING PERFORMANCE

NB Candidates may bring one of their own students for LESSON NUMBER ONE ONLY. Another candidate may then teach that student in another lesson

ASSIGNING TOPICS

Candidates are responsible for researching the horse and rider assigned to them. Evaluators will discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

REQUIRED COACHING SESSIONS

DRESSAGE LESSONS

Lesson 1. Improve the horse’s way of going using poles/cavalletti at walk, trot and/or canter

Candidates should use a horse and student from their own lesson program or a horse/rider combination provided that has worked over poles. There is no specific topic for this lesson.

Lesson 2. Introduce a specific skill – Teach a topic (assigned off the list) that the candidate and the evaluators believe the horse/rider is ready to learn. Evaluators must discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

Lesson 3. Improve the rider (Equitation) - No specific topic.

Lesson 4. – Lunge Lesson - Student lunges to improve the horse’s way of going with direction and input from the candidate coach.

EVENTING LESSONS

Lesson 1. Improve horse and rider performance (flat)- Teach a topic that the horse/rider already knows but needs to improve or a new skill. May be the candidate’s own student. Evaluators must discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

Lesson 2. School X Country – Introduce a specific skill. Evaluators must discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

Lesson 3. Improve the rider and horse over gymnastics- No specific topic.

Lesson 4. – Lunge Lesson - Student lunges to improve the horse’s way of going with direction and input from the candidate coach.

HUNTER/JUMPER LESSONS

Lesson 1. Improve the horse (flat) – Teach a topic that the horse/rider already knows (assigned off the list) but needs to improve. Evaluators must discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

Lesson 2. Introduce a specific skill (Over Fences) – Teach a topic assigned off the list that the horse/rider is ready to learn. Evaluators must discuss the level of the horse and rider with the candidate/facility owner and/or owner of the horse to establish which lesson topic off the list is the most suitable.

Lesson 3. Improve the rider and horse over gymnastics- No specific topic.

© Equine Canada and Coaching Association of Canada, September 2013 1 English Competition Coach Specialist – Outcomes #2 & 3 Candidate Package Lesson 4. – Lunge Lesson - Student lunges to improve the horse’s way of going with direction and input from the candidate coach.

EVALUATION PROCESS – LESSON #1 and #2

 If the horse requires a lengthy warm up then the warm up should start before the evaluators begin observing. In good weather this could be in another area or if it is necessary to be indoors it could be at one end of the arena. HOWEVER the evaluators must see a tack check performed. If the tack check was performed before the warm up began then it must be redone once the evaluators begin watching.

 The evaluators will observe part of the warm up, the introduction, explanation, demonstration if required, and the main part of the lesson.

 The candidate coach should have made inquiries about the horse and rider before the session begins.

 The candidate should introduce the horse and rider to the panel.

 Based on what might have been observed during the warm up the candidate should relate what he/she sees during the warm up to the topic assigned.

 The candidate should then set up a scenario for the rider and the evaluation panel. For example: “I have observed/have spoken to this horse and rider. This horse and rider have ridden counter canter before however the counter canter still needs work. I plan to warm up or continue to warm up this horse and rider in preparation for this topic”.

 The candidate can build up to the topic progressively as required, based on observed performance. If the candidate sees a problem(s), which will affect the horses ability to perform the exercise, the candidate should address the issues that arise based on the “Training Pyramid” or the logical training progression of the applicable discipline. This means that the candidate may not actually teach the topic assigned. It is more important to see the candidate’s ability to problem solve.

 The candidate must be prepared to answer questions posed by the panel about the choices made.

LESSONS TO BE 25-30 MIN.

LESSON 3 – DRESSAGE – EQUITATION, EVENTING and HUNTER/JUMPER -GYMNASTICS LESSON

Candidates may NOT use their own students for this lesson. Horses and riders MUST be warmed up in advance. The warm up will not be observed.

Dressage candidates will improve the rider (Equitation) - No specific topic. The candidate must be provided the opportunity to warm up the rider in order to establish a goal for the lesson. The candidate must communicate with the evaluators about the goals and objectives of the lesson. Evaluators must see improvement.

Eventing and Hunter/Jumper candidates must improve the rider and horse over gymnastics- No specific topic. The candidates may have researched the horse and rider and may know beforehand what type of gymnastic will be used. However the candidate may elect to use a gymnastic that is of general benefit with regard to improving the horse and/or rider. The candidate should explain the gymnastic and its purpose to the student and the evaluators before the session begins.

Candidates are required to teach a student how to improve a horse’s way of going on the lunge. The horse and the student should know how to lunge.

The horse could be a better than average school horse or owned by the “student”. The student must know how to lunge.

 The horse is presented with a saddle or surcingle with side reins or other equipment that the horse normally wears when lunged. The horse must wear boots or bandages.  The student provides the candidate coach with a history of the horse and tells the candidate coach what he/she has been working on with this horse. If the student has no information about the horse then the candidate coach must collaborate with the student to establish what the horse needs to improve.  The candidate must communicate with the evaluators regarding the plan for the session.  The student begins to warm up the horse while the candidate coach watches.  The candidate coach should ask the student questions to establish what he/she sees.  The candidate coach must facilitate improvement in the horse by suggesting exercises or techniques. Approx. 15 min.

Candidates are required to teach/coach FOUR discipline specific sessions during the evaluation as follows: SESSION TOPICS

The list of lesson topics for this context are as follows:

English Competition Coach – Specialist English Competition Coach – Specialist Jumping Flat Topics Topics

IMPROVE/DEVELOP: IMPROVE/DEVELOP ABOVE IT SAYS INTRODUCE: 1. Rein back 2. Counter canter 1. Riding a line of two fences set as a broken line 3. The horse’s engagement and collection at 2. Riding a line with optional striding, i.e. ride 60’ line trot and/or canter in 5 or 4 4. Non-progressive transitions (Canter to 3. Picking up the correct lead over a fence walk/walk to canter/trot to halt/halt to trot) 4. An automatic or out of hand release 5. Medium canter 5. Jumping fences on an angle 6. Shoulder-in 6. Adding a stride on a line 7. Half halt 7. Riding a line vertical to oxer and oxer to vertical 8. 10m circles 8. Riding a roll back turn to a fence 9. Travers 9. A horse’s jumping form through a gymnastic 10. Renvers 10. Cantering an oxer off a long approach 11. ½ turn on the haunches N.B – Dressage candidates MUST prepare a plan and teach the following: Improve the horse using poles/cavalletti at walk, trot and/or canter.

Competition Coach – Specialist Eventing Topics IMPROVE/DEVELOP:

REQUIRED RIDERS AND HORSES

It is mandatory that Competition Coach Specialists have riders and horses to work with at the evaluation that are showing in the appropriate context as follows:

NB Candidates may bring one of their own students for LESSON NUMBER ONE – ONLY. Please be advised that another candidate may then teach your student in another lesson.

DISCIPLINE RIDERS NEEDED EVENTING Riders competing at National Training Horse Trails or above. HUNTER/JUMPER Riders/horses comfortable at 3’ + DRESSAGE Second level or higher

LESSON PROCESS ON EVALUATION DAY

 If the horse requires a lengthy warm up then the warm up should start before the evaluators begin observing. In good weather this could be in another area or if it Is necessary to be indoors it could be at one end of the arena. HOWEVER the evaluators must see a tack check performed. If the tack check was performed before the warm up began then it must be redone once the evaluators begin watching.  The evaluators will observe part of the warm up, the introduction, explanation, demonstration if required, and the main part of the lesson.  The candidate coach should have made inquiries about the horse and rider before the session begins.  The candidate should introduce the horse and rider to the panel.  Based on what might have been observed during the warm up the candidate should relate what he/she sees during the warm up to the topic assigned.  The candidate should then set up a scenario for the rider and the evaluation panel. For example: “I have observed/have spoken to this horse and rider. This horse and rider have ridden counter canter before however the counter canter still needs work. I plan to warm up or continue to warm up this horse and rider in preparation for this topic”.  The candidate can build up to the topic progressively as required, based on observed performance. If the candidate sees a problem(s), which will affect the © Equine Canada and Coaching Association of Canada, September 2013 4 English Competition Coach Specialist – Outcomes #2 & 3 Candidate Package horses ability to perform the exercise, the candidate should address the issues that arise based on the “Training Pyramid” or the logical training progression of t he applicable discipline. This means that the candidate may not actually teach the topic assigned. It is more important to see the candidate’s ability to problem solve.  The candidate must be prepared to answer questions posed by the panel about the choices made. EVIDENCE REQUIRED

The evaluation panel will be looking for the following during the sessions:

Safety and Organization

 Risk Management as required including tack check.  Clear instructions re possible risk factors as appropriate.  Clear lesson segments, warm-up, introduction, explanation, demonstration if required etc.

Exercises  Which contribute to development of skills and/or athletic abilities  Sequenced to enhance learning or specific training effects  Breaks are provided for appropriate recovery  Which match the lesson goals Communication

Coach:  Communicates appropriate reasons for his/her decisions  Provides the rider with the opportunity for input so he/she can ask question  Asks rider’s consent for physical contact when assisting in correcting a skill  Uses questions to allow rider to reflect on performance and to promote critical thinking  Checks for clarification  Explains clearly and concisely  Asks appropriate questions to increase awareness of errors in technical execution Flexibility

Modifies exercises to:  Deal with specific circumstances or logistics  Facilitate the achievement or modification of the goal/training objective  Provide challenges  Manage rider’s fitness and/or fatigue/mental state.

Technical Knowledge

Coach:  Demonstrates a variety of progressions and sequences of activities

© Equine Canada and Coaching Association of Canada, September 2013 5 English Competition Coach Specialist – Outcomes #2 & 3 Candidate Package  Provides feedback and instruction that clearly identifies what to improve and how to improve  Appropriately addresses priorities in training of horse/rider  Consciously and consistently selects effective interventions Professionalism

Coach:  Promotes a positive image of Dressage. I.e., Turnout, tone of voice  Uses respectful language when providing verbal interventions  Constructively reinforces rider’s efforts and correct performance

Analyzing Performance

The coach is required to Identify and correct performance errors as follows:

Identifying errors

The coach  Observes performance effectively  Appropriate errors Identifies appropriate errors and potential causes of the errors  Consistently communicates how and why a critical error contributes to the performance.  Helps the rider to understand how errors affect overall performance by asking appropriate questions  Helps the rider to detect key performance factors (factors affecting performance) and to understand how and why these errors affect overall performance.  Analyzes a variety of factors that could contribute to increased performance  Uses a variety of observational strategies  Reinforces application of competitive rules  Provides a rationale (reason) for identifying skills or tactics that need improvement

Correcting errors

The coach

 Makes specific corrections that identify how to improve the performance  Identifies why the correction will have a beneficial effect on the performance and consistently identifies how to improve performance  Uses demonstrations to model correct performance.  Provides skill or performance corrections (emphasize how to improve, not just what to improve).  Involves riders in a critical thinking process.  Asks the rider’s/parent consent for physical contact when assisting in correcting an error.  Identifies if the level of difficulty in the task is relevant to the rider’s/horse’s capabilities  Helps riders to identify individual corrections by asking open-ended questions  Focus athletes’ attention towards external cues or on the anticipated effects of the movement rather than on the way the movement is performed (aids)

© Equine Canada and Coaching Association of Canada, September 2013 6 English Competition Coach Specialist – Outcomes #2 & 3 Candidate Package  Helps riders to increase awareness of basic corrections by asking closed questions

Lunging

The evaluation panel will be looking for the following:  Evident attention to safety  Knowledge and confidence with regard to lunging  An excellent eye to analyze the horse’s performance and the ability to provide appropriate correction for the student to apply.  Excellent communication skills, stating what, why and how to correct the horse.  Is able to involve the student in the decision-making and to use “teachable moments” effectively.

EQUINE CANADA/NCCP ENGLISH COMPETITION COACH SPECIALIST

CANDIDATE YEARLY TRAINING PLAN PACKAGE

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

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

 PLEASE ATTACH THIS FORM TO THE PACKAGE YOU SUBMIT

DATE SUBMITTED: ______

DATE RECEIVED (OFFICE USE ONLY):______

Name: ______EC #: ______

Address: ______PSO# ______

______City: ______

Province: ______Postal Code: ______

Phone Number: (h) ______(b) ______

(Fax) ______(e-mail) ______

Discipline - ______

DATE EVALUATED (OFFICE USE ONLY): ______

EVALUATED BY (OFFICE USE ONLY): ______

EVALUATOR SIGNATURE:

OUTCOME #4 – DESIGN A SPORT PROGRAM

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.  Adequate training and competition opportunities for developmental potential. © Equine Canada and Coaching Association of Canada, Oct 2014 2 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program)

 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:

HORSE Name- ______Age: ______

Training Level: © Equine Canada and Coaching Association of Canada, Oct 2014 3 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program)

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

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

______

STEP 2 - PLANNING CALENDAR

List of competition dates

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

STEP3 - ORGANIZING YOUR INFORMATION

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

A. Specific Preparation Phase

1. What is the date of the first lesson/training session in the SPECIFIC PREPARATION phase o 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 ______

B. 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 ______

C. 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): ______

D. 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 breaks in C (1) ______= ______weeks

D. Transition Period

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

Date of start: ______End: ______

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

4. Priority in this period ______

F. Lesson/Training Session Time

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

SEASONAL PLAN – HORSE/RIDER

1. Identify the major training goals and objectives related to development of technique/skills, tactics/strategies, physical and mental training for each period. 2. Indicate the relative importance of the training factors and components for each phase See the end of the document for an example.

Name: ______Age: ______COMPETITION LEVEL:

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

. TRAINING PHASE

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

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 Specific ______X ______Days per week Preparation A – 3 Training days include: Supervised lessons only = Phase Above Competition ______X ______Days per week Period B - 3 Training days include: Supervised lessons only = Above Transition ______X ______Days per week Period (if E-2 Training days include: Supervised lessons only = applicable) Above

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

C. Total Competition Program Days

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 (D) 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.

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

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

How do you identify if there are training/competition opportunities to demonstrate adequate 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.

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. © Equine Canada and Coaching Association of Canada, Oct 2014 11 English Coach Specialist – Candidate Package for Evaluation Outcome #4 (Design a Sport Program)

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.

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 If there is a gap, please provide a solution. (Use a

available (if applicable) Hrs. separate paper for your answer)

Abilities to Train Worksheet - A week in the Competition Period

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

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

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

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

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

MICROCYCLE: COMPETITION PERIOD RELATIVE IMPORTANCE: INTENSITY>VOLUME

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM Easy day - 1 hr 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

DISCIPLINE: ______DATE: ______

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

DISCIPLINE: ______DATE: ______

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

EXAMPLES Seasonal Plans

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

PHYSICAL % 30% 20% 10% 10% %

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

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

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

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

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

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

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

FOCUS 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/NCCP ENGLISH COMPETITION COACH SPECIALIST

PORTFOLIO REQUIREMENTS (Evaluation Outcome #5: Manage an Equestrian Sport Program)

PLEASE PREPARE YOUR PORTFOLIO EITHER IN HARD COPY OR ELECTRONICALLY AND SUBMIT TO YOUR PROVINCIAL OFFICE.

PLEASE DO NOT PROVIDE ORIGINAL DOCUMENTS.

 PLEASE ATTACH THIS FORM TO YOUR PORTFOLIO

DATE SUBMITTED: ______

DATE RECEIVED (OFFICE USE ONLY):______

Name: ______EC #: ______

Address: ______PSO# ______

______City: ______

Province: ______Postal Code: ______

Phone Number: (h) ______(b) ______

(fax) ______(e-mail) ______

DATE EVALUATED (OFFICE USE ONLY): ______

EVALUATED BY (OFFICE USE ONLY): ______

EVALUATOR SIGNATURE:

COMPETITION COACH SPECIALIST PORTFOLIO

OUTCOME #5 – MANAGE AN EQUESTRIAN SPORT PROGRAM

The portfolio should include the following:

Reminder: PLEASE DO NOT INCLUDE ORIGINAL DOCUMENTS

The coach candidate must provide evidence of how he/she manages administrative aspects of the equestrian program, how the coach oversees logistics and how he/she reports on horse and rider progress throughout program

NB: IF ANY OF THE FOLLOWING DO NOT APPLY TO YOUR COACHING SITUATION PLEASE PROVIDE A BRIEF EXPLANATION AND OMIT THE ITEM

MAXIMUM OF 8 PAGES INCLUDE:

1. An outline of your personal coaching philosophy 2. Personal short and long term coaching goals 3. Basic financial demands of you program (Share only what you feel is appropriate) 4. An example of a typical schedule of competition events and training commitments which you might share with riders/parents 5. Evidence of ongoing communication with riders, parents, and other key stakeholders. 6. An outline of your expectations for behaviour and commitment of the stakeholders (parents, riders etc.) including a description of appropriate consequences. 7. A description of how you facilitate logistics for away competitions (travel arrangements, food, chaperones, etc.). 8. A description of how you work with experts and/or stakeholders to prepare budgets and other financial logistics 9. An example of the documentation you use that provides general assessment of rider/horse performance and level of progression, key improvements required. 10. A description of how you ensure the privacy of rider/horse information and the steps you take to maximize confidentiality

EQUINE CANADA/NCCP ENGLISH COMPETITION COACH SPECIALIST

SUPPORT THE COMPETITIVE EXPERIENCE

Pre Evaluation Assignment

(Evaluation Outcome #6:Support the Competitive Experience)

PLEASE PREPARE YOUR INFORMATION EITHER IN HARD COPY OR ELECTRONICALLY AND SUBMIT TO YOUR PROVINCIAL OFFICE.

 PLEASE ATTACH THIS FORM WITH THE APPLICABLE INFORMATION

DATE SUBMITTED: ______

DATE RECEIVED (OFFICE USE ONLY):______

Name: ______EC #: ______

Address: ______PSO# ______

______City: ______

Province: ______Postal Code: ______

Phone Number: (h) ______(b) ______

(fax) ______(e-mail) ______

DATE EVALUATED (OFFICE USE ONLY): ______

EVALUATED BY (OFFICE USE ONLY): ______

EVALUATOR SIGNATURE:

Revised Aug. 19, 2013 OUTCOME #6 – SUPPORT THE COMPETITIVE EXPERIENCE

INTRODUCTION

For this outcome/task you will be evaluated at a competition with your rider(s). This will be the final outcome evaluated for Competition Coach Specialist certification. This package is designed to help you prepare for evaluation.

Two areas will be evaluated: A- Prepare for readiness in competition and B - Make effective interventions during and after the competition.

The following information should be prepared in advance and presented to the evaluator at the competition.

Please answer the following questions:

Horse Show Preparation and Readiness

1. How do you ensure that logistics and procedures (i.e. stabling, equipment, facility, rules, schedules etc.) are managed and accounted for and/or communicated to enable a safe and positive competition environment?

2. Please Identify performance goals for this competition/class and your strategy to manage these goals. (I.e. reevaluate and/or review)

3. Prepare a plan for the class or classes at the competition that identifies tactics, strategies before, during, and after the competition. Base your answers on the competition at which you will be evaluated.

Revised Aug. 19, 2013

THE FOLLOWING EVIDENCE WILL BE GATHERED AT THE COMPETITION VENUE.

Preparation and Readiness

You will be observed how you:

 Manage time effectively to ensure horse/rider physical readiness (e.g., warm-up, lunging, hand walking etc.), equipment checks etc.  Ensure that warm-up provides adequate physical readiness for competition.  Clarify competitive rules before the competition (e.g., eligibility etc.) and communicates appropriate information to athletes and other stakeholders (e.g., parents).  Ensure that tactics and strategies are consistent with rider/horse stage of development, skill level, and fitness level; seasonal objectives; and the rules of competition.  Adjust rider/horse preparation based on changes in the competitive environment or other extraneous factors (e.g., rider/horse injury).

Make effective interventions during and after the competition

You will be observed:

 Providing rider with basic information that identifies what he/she needs to improve performance in a positive manner.  Giving frequent motivational or directional prompts during the competition or between classes (as appropriate).  Meeting with rider after the competition to provide encouragement and reinforce achievement and to review competitive objectives.  Providing rider with basic information in a positive manner that identifies what and how to develop greater performance. For example, giving basic strategic information and providing ways in which to achieve successful performance during the competition or between classes (as appropriate).  Making sure rider is focused on the task, not the result or scoreboard.  Helping rider (during or between classes, as appropriate), to reflect critically on his/her performance by prompting them to choose successful strategies for subsequent performances.  Using interventions that provide strategic information (event specific), manage rider/horse, make adjustments for equipment (fine tuning, etc.), or implement mental strategies (anxiety control).  Assessing the timing and interventions (or decisions to not intervene) made during the competition as appropriate to the discipline. You should be able to justify which interventions may be repeated or modified in the next competition situation based on the rider’s reaction.  Providing interventions which are predominantly coach directed with the aim of empowering the rider to achieve successful performance.

Revised Aug. 19, 2013

ENGLISH - COMPETITION COACH SPECIALIST PROGRAM CANDIDATE APPLICATION FORM

Memberships: OE #: ______EC #: ______NCCP# ______

Name: ______

Address: ______

City: ______Province: ______Postal Code: ______

Phone Number: ______e-mail: ______

Date of Birth: ______Discipline: ______dd/mm/yyyy

APPLICATION CONTRACT I hereby indicate that I wish to participate in the Equestrian Canada Competition Coach Certification Program. I have read the list of prerequisites, requirements and rubric outlining the evaluation and agree to abide by the proposed outline, including the EC Code of Ethics & Code of Conduct. I also acknowledge that there is coaching insurance discounts available to me and that it is recommended that I take advantage of these benefits.

Applicant’s Signature Date

Application submission check list. Please include copies of the following, or state date of expected completion. Note all must be successfully completed prior to completion of stage 1 of the evaluation process.  Current First Aid Certificate  Proof of completed Making Ethical Decisions (MED) online evaluation  Proof of completed Making Head Way in Sport Concussion Module (Sport – Generic)  Proof of Training (the strongly recommended) o Equestrian Theory or Competition Coach Theory o Mentoring and Analyzing Performance OR o Signed Intent to Decline Training for NCCP Training and/or Mentoring Program o Proof of Competition, Training and Coaching (see Pre-requisites for your discipline)  Current EC Sport License minimum Gold  Current OE Membership  Signed EC Coaches Code of Conduct  Signed EC Code of Ethics  Signed Acceptance of Risk form  Criminal Record Check

Return completed application to Ontario Equestrian to open your file as a Coach in Training. 1 West Pearce Street, Suite 201, Richmond Hill, Ontario L4B 3K3 E-Mail: [email protected] Telephone: 905-709-6545 Toll-free 1-877-441-7112 Fax: 905-709-1867

ACKNOWLEDGMENT of RISK and RELEASE of LIABILITY – “ For Participants 18 or Older”

Please Print Clearly

Participant’s Name: ______Date of Birth: ______

Address: ______

City: ______Province: ______Postal Code: ______

Every Person must Read and Understand this form before Participating in Equine Activities

TO: ONTARIO EQUESTRIAN FEDERATION their directors, employees, officers, volunteers, business operators, and site property owners. (all of them collectively called the HOST)

Initial each item below After Reading and Understanding the item

____1. I Understand there are Inherent DANGERS, HAZARDS and RISKS, (collectively called RISKS) associated with Equine Activities and injuries resulting from these “RISKS” are a common occurrence.

____2. I Acknowledge that the Inherent “RISKS” of Equine Activities mean those DANGEROUS conditions which are an integral part of Equine Activities, including but not limited to:

• The propensity of any equine to behave in ways that might result in injury, harm or death to persons on or around them and to potentially collide with, bite or kick other animals, people, or objects. • The unpredictability of an equine’s reaction to such things as sounds, sudden movement, tremors, vibrations, unfamiliar objects, persons or other animals and hazards such as subsurface objects. • The potential for other participant (s) to act in a negligent manner that might contribute to injury to themselves or others, such as failing to act within their ability or to maintain control over an equine.

____3. I Freely Accept and Fully Assume All Responsibility for the Inherent “RISKS” and the possibility of personal injury, death, property damage or loss resulting from my Participation in Equine Activities.

____4. I Acknowledge that it remains my Sole Responsibility to act in such a manner as to be responsible for my own safety and to Participate Within My Own Limits.

____5. In addition to consideration given for my Participate in Equine Activity, I and my heirs, executors, administrators and assigns (collectively called my “Legal Representatives”) agree

• To Waive All Claims that I might have against the “HOST”; and • To Release the “HOST” from Any and All Liability for any loss, damages, injury, or expense that I or my “Legal Representatives” might suffer as a result of my Participation due to any cause whatsoever including any NEGLIGENCE ON THE PART OF THE “HOST”; and • To HOLD HARMLESS AND INDEMNIFY THE “HOST” from any and all liability for property damage or personal injury to any third party which might result from my Participation in Equine Activities.

Before signing this form I read it (as indicated by my initials above) and I stated that I understand it. I know that signing this form, waives certain legal rights I or my “Legal Representatives” might have against the “HOST”.

SIGNED This ______day of ______20 ______

______(Print Name of Witness to Signing & Initialing) (Signature of Participant)

______(Signature of Witness)

Do Not Sign Until You Understand All Items Above

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

REGISTRATION FORM – STAGE 1 COMPETITION COACH SPECIALIST PROGRAM 2018 PAPERWORK EVALUATION

Memberships: OE #: ______EC #: ______NCCP# ______

Name: ______

Phone Number: ______e-mail: ______

Date of Birth: ______Discipline: ______dd/mm/yyyy

 Evaluation Fee: $ 169.50 (includes 13%HST) I need to be re-evaluated on the following component(s)  Outcome 1- Two Lesson Plans and Emergency Action Plan  Outcome 4 – Yearly Training and Recover Plan Package  Outcome 5 - Portfolio  Re-evaluation Fee: $ 56.50 (includes 13%HST) per component. METHOD OF PAYMENT Total Due: ______Name on Card: ______ Cheque  Money Order Card #: ______ VISA  MasterCard Expiry Date:______CSV #: ______Please read the following carefully: Signature: ______CANCELLATIONS: Full registration refunds will be provided for written cancellations received prior to 30-days before the Assessment; a 25% administration fee will be applied to refunds requested after that date, however, NO REFUNDS will be granted less than 14-days prior to the date of the Assessment or for no-shows. OE reserves the right to cancel session(s) due to unforeseen circumstances or insufficient advance registration. OE cannot accept responsibility for expenses incurred as a result of the cancellation of an Assessment. I have read and understand the Cancellation Policy

Applicant’s Signature: ______Date: ______

Please read the following carefully: I do hereby release the facility at which the evaluation I am participating is being conducted, the course conductor and Ontario Equestrian/Equestrian Canada from any liability for any injuries or damage to myself, horse, or property caused while participating in this coaching evaluation.

Applicant’s Signature: ______Date: ______

Return completed Registration form with payment to Ontario Equestrian: 1 West Pearce Street, Suite 201, Richmond Hill, Ontario L4B 3K3 E-Mail: [email protected] Telephone: 905-709-6545 Toll-free 1-877-441-7112 Fax: 905-709-1867

REGISTRATION FORM – STAGE 2 ENGLISH - COMPETITION COACH SPECIALIST PROGRAM 2018 PRACTICAL EVALUATION

Memberships: OE #: ______EC #: ______NCCP# ______

Name: ______

Phone Number: ______e-mail: ______

Date of Birth: ______Date of Evaluation: ______dd/mm/yyyy 1st Choice 2nd Choice

 Evaluation Fee: $ 593.25 (includes 13%HST) I need to be re-evaluated on the following component(s)  Improve the horse on the flat  Introduce a specific skill – Over Fences for Jumper and Eventing  Improve horse and rider using gymnastic exercises - Equitation Lesson  Teach Student to improve the horse Lunge Lesson  Re-evaluation Fee: $ 152.55 (includes 13%HST) 1st component. $ 96.05 each additional component To a maximum of $457.65 METHOD OF PAYMENT Total Due: ______Name on Card: ______ Cheque  Money Order Card #: ______ VISA  MasterCard Expiry Date:______CSV #: ______Please read the following carefully: Signature: ______CANCELLATIONS: Full registration refunds will be provided for written cancellations received prior to 30-days before the Assessment; a 25% administration fee will be applied to refunds requested after that date, however, NO REFUNDS will be granted less than 14-days prior to the date of the Assessment or for no-shows. OE reserves the right to cancel session(s) due to unforeseen circumstances or insufficient advance registration. OE cannot accept responsibility for expenses incurred as a result of the cancellation of an Assessment. I have read and understand the Cancellation Policy

Applicant’s Signature: ______Date: ______

Applicant’s Signature: ______Date: ______Return completed Registration form with payment to Ontario Equestrian: 1 West Pearce Street, Suite 201, Richmond Hill, Ontario L4B 3K3 E-Mail: [email protected] Telephone: 905-709-6545 Toll-free 1-877-441-7112 Fax: 905-709-1867

REGISTRATION FORM – STAGE 3 ENGLISH - COMPETITION COACH SPECIALIST PROGRAM 2018 IN COMPETITION EVALUATION

Memberships: OE #: ______EC #: ______NCCP# ______

Name: ______

Phone Number: ______e-mail: ______

Date of Birth: ______Discipline: ______dd/mm/yyyy

 Minimum Evaluation Fee: $ 226.00 (includes 13%HST) Dates and Locations of Competitions you will be coaching a suitable level rider at:

I understand that OE will do everything that they can 1. ______to organize the evaluation to maintain the minimum

fee, however if required to complete my evaluation I 2. ______will be required cover extra costs incurred by the

3. ______evaluator such as mileage) Initial 

METHOD OF PAYMENT Total Due: $ 226.00 Name on Card: ______ Cheque  Money Order Card #: ______ VISA  MasterCard Expiry Date:______CSV #: ______Please read the following carefully: Signature: ______CANCELLATIONS: Full registration refunds will be provided for written cancellations received prior to 30-days before the Assessment; a 25% administration fee will be applied to refunds requested after that date, however, NO REFUNDS will be granted less than 14-days prior to the date of the Assessment or for no-shows. OE reserves the right to cancel session(s) due to unforeseen circumstances or insufficient advance registration. OE cannot accept responsibility for expenses incurred as a result of the cancellation of an Assessment. I have read and understand the Cancellation Policy

Applicant’s Signature: ______Date: ______

Please read the following carefully: I do hereby release the facility at which the evaluation I am participating is being conducted, the Evaluator and Ontario Equestrian/Equestrian Canada from any liability for any injuries or damage to myself, horse, or property caused while participating in this coaching evaluation.

Applicant’s Signature: ______Date: ______