Judging Manual

4H•ANSI•566 OKLAHOMA STATE 4-H HORSE JUDGING GUIDE Department of Animal Science Oklahoma 4-H Youth Development Oklahoma Cooperative Extension Service Division of Agricultural Sciences and Natural Resources Oklahoma State University Revised 1/2015 Table of Contents Suggestions for Building Successful Youth Judging Programs 3 Suggestions for Successful Judging 4 General Support Needs for Conducting a Contest 5 Normal Conduct of a Contest 5 Developing an Oral Reasons Order for a Contest 6 Assigning ‘Cuts’ for Scoring Placing of Classes 6 Calculating Placing Scores 7 Additional Examples of Calculating Placing Scores 8 The Need for Oral Reasons 9 Taking Notes for Oral Reasons 9 Organization of Oral Reasons 9 Oral Reasons Style: Beginning Format 10 Oral Reasons Style: Experienced Format 11 Suggestions for Presentation of Reasons 12 Some Common Errors in Delivery of Reasons 12 Evaluating Reasons 13 Scoring Reasons 13 Basing Evaluation on Class Objectives 14 Judging Halter 14 Judging Criteria for Halter Classes 15 Structure of the Skeletal System 16 Unsoundnesses and Blemishes 16 Locations of Conditions that Relate to Unsoundness 17 Examples of Terminology for Advantages in Conformation 18 Example Halter Reasons One 19 Example Halter Reasons Two 19 Evaluating Western Pleasure 20 Example Terminology for Advantages in Western Pleasure 20 Example Western Pleasure Reasons 21 Evaluating Hunter Under Saddle 21 Example Terminology for Advantages in Hunter Under Saddle 22 Example Hunter Under Saddle Reasons 22 Evaluating Western Horsemanship 23 Example Western Horsemanship Reasons 23 Example Terminology for Advantages in Western Horsemanship 23 Evaluating Hunter Hack 24 Example Hunter Hack Reasons 24 Example Terminology for Advantages in Hunter Hack 24 Evaluating Western Riding 25 Example Terminology for Advantages for Western Riding 26 Example Western Riding Reasons 26 Evaluating Reining 27 Example Terminology for Comparable Advantages in Reining 27 Example Reining Reasons 28 Evaluating Trail 28 Example Terminology for Comparable Advantages in Trail 28 Example Trail Reasons 28 2 Evaluating Ranch Riding ·········································································································································· 29 Example Ranch Riding Reasons ································································································································ 30 Suggestions for Building Successful Youth Judging Programs Judging programs are an instrumental part of the Give the youth a clear goal by identifying the educational process of youth involved in the ideal animal or performance. Make compari- horse industry. Youth, parents and volunteer sons emphasizing the positive attributes of leaders are interested in judging programs for the individual as compared with the ideal. By many reasons. The reasons youth are interested doing so, the class requirements and optima and the reasons that adults are interested in in- will be established. volving their youth may differ in priority. The key to success is being able to develop a program that Build on the youth’s expertise in a step-wise meets the motivational needs of both groups. fashion. Develop organized systems that start by breaking down class requirements into a Motivation of Youth: small number of major areas of assessment. • Being Part of a Team Increase youths’ depth of knowledge about • Positive Reward for Making Decisions the categories as they become more experi- • Socializing with Friends and Peers enced and familiar with the class activity. • Going New Places • Learning about a Sport of Interest Let youth “learn by doing”. Allow youth to try, Expressing their Points of View provide assistance when youth ask for help, and then let them try again. Give them the Motivation of Educators: opportunity to find the answers by experience Developing a Youth’s Decision Making rather than simply trying to memorize what is Skills told to them. Interpretation skills Analyzation skills Promote discussion. Informal discussion helps Oral communication skills youth integrate information while promoting the confidence to develop oral reasons. Also, Most youth enjoy going new places, socializing youth will learn from each other when dis- with friends and peers, having their opinions ac- cussing and reviewing, and youth enjoy hav- cepted, and receiving awards. Those with horse ing positive feedback when they express their interests naturally enjoy learning skills that better opinions. their horsemanship ability and technical expertise about horses. As expertise and experience are gained, the desire to compete can increase. While many youth like to compete, contests are but one format for youth to learn. Activities such as field trips to horse farms, and horse shows and games that develop technical skills provide differ- “ We’ve learned that those with judging experi- ent formats for learning and are popular with ence have the personal skills essential for job youth. These activities should be low-stress, in- readiness. Employers can train graduates to meet formal, short duration and non-competitive. the specific technical skills of their businesses much more easily than the personal skills neces- Successful leaders and coaches personalize their sary for excellence in the workplace. They seek teaching methods, and as such, will have certain out students with judging experience.” techniques they emphasize to teach youth. Re- gardless, all coaches should incorporate the fol- lowing teaching philosophies. 3 Suggestions for Successful Judging 1. Stay current with judging standards. The of the arena, one third of the way off one of need to supply clear, objective information the side rails and view the farther side rail as to what is required has made rulebooks when judging group rail classes. When judg- and judge’s schools invaluable aids to judges ing individual pattern classes, position your- and exhibitors alike. self in the area that gives you the best view of the entire performance. 2. Categorize the class requirements into sever- al main areas of judgment, i.e. balance, mus- 7. Keep your attention on the class while it is in cle, structural correctness and quality when session. Distractions that divert your atten- judging conformation. By doing so, decisions tion away from the class will cause you to will be based on correct judging standards, miss part of the performance. Develop meth- and judgment will consider all the points of ods to lessen the need for notes, and do not emphasis. make notes until the performance is over, or at some time when evaluation needs are 3. Identifying the ideal will help you organize small, i.e. during a change of direction or as the different criteria identified for placement horses line up at the end of rail classes. and “measure” individuals based on their representation of the ideal. 8. Maintain a level of confidence that requires you to do your own work. Do not let other 4. Judge positively. Comparing the ‘good’ of each individual’s performance to the ideal judges, exhibitors or spectators influence your decision. will help to prioritize and weigh the importance of differences. 9. The judge’s card is the final record of placement. It is difficult at best, or more times im- 5. Learn, through proper practice, how to quick- possible, to correct number or placement ly assess the horse’s conformation or perfor- errors once the card has been completed. mance. By doing so, you can pay attention to all participants and all parts of the perfor- Emphasize to youth the importance of cor- rectly marking their final placing cards. Errors mance. This will allow for informed decisions such as omitting an exhibitor or misnumber- on the overall merit of exhibition. This ability will also help to efficiently evaluate all indi- ing can easily occur. However, they are inex- cusable. viduals in the class, and guard against ‘missing’ part of the class or part of an exhibitor’s performance. “There is no substitute for practice when it 6. When viewing classes, position yourself so comes to judging. But just showing up and that you are evaluating the exhibitors from guessing wastes time and doesn’t get you the same viewpoint (angle and distance). ahead. This technique will increase objectivity. It starts with knowing what to look for, learning When judging halter classes, your most ob- from rule books and judging materials, watch- jective comparisons are made when standing ing classes, and not being afraid to ask ques- at least 20 to 30 feet from the horses. On rail tions when someone is around to help you. classes, allow the exhibitors to give you the same view when measuring quality of move- Most of all it takes a lot of dedication” ment, mannerisms and functional correctness. Many judges will stand near the center 4 General Support Needs for Conducting a Normal Conduct of a Contest Contest Contests begin by having youth place a series of clas- Judging contests provide individuals with the oppor- ses. The judging classes are divided into halter and tunity to judge halter and performance classes con- performance. All the performance or all the halter sisting of at least four horses in a class. The number classes may be conducted first. After the classes are and type of classes will vary between contests. The judged, youth are given a small amount of time, ap- current standard is to provide four to six halter clas- proximately 30 minutes, to prepare oral reasons. ses and four to eight performance classes. Some Performance classes

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