Equine Canada Instruction of Beginners Observation Kit—WESTERN Rubrics NCCP Certified Instructors of Beginners will be able to: 1. Plan lessons for beginner riders. 2. Teach lessons to beginner riders (in the ring and unmounted). 3. Analyze performance of beginner riders. 4. Demonstrate basic stable management. 5. Make ethical decisions (not included with this rubric). Section Tool Instructor outcome being evaluated Lesson plan and EAP Section A 1. Plan lessons for beginner riders. (submitted prior to the evaluation) 2. Teach mounted lessons to beginner riders Section B • Mounted lesson 3. Analyze performance of beginner riders Section C • Stable management 4. Demonstrate basic stable management 2. Teach unmounted lessons to beginner Section D • Unmounted lesson riders NOTE: To receive a mark of (3) for “Exceptional quality”, the Instructor candidate must have the elements listed under (2) “Minimum standards” PLUS what is listed in the “Exceptional” column. 1 SECTION A: LESSON PLAN AND EAP Submission Before the Observation Evidence is incorrect or Exceptional quality and Criteria Evidence Minimum standards (2) incomplete (1) attention to detail (3) Plan identifies basic logistics: Logistics Logistics are detailed enough Logistics are incomplete or date, time, location, number of information for another instructor to clearly missing. riders, level of athletes, etc. identified implement the plan. Equipment is required, but not identified. Required equipment is Required A diagram of how equipment is Identified equipment is identified. equipment to be set up is included in the inappropriate for beginners. Equipment is relevant to identified plan. Identified equipment does not planned activities. match planned activities. Lesson plan has a clearly identified goal that is consistent Appropriate Plan goals are not identified. with Equine Canada Beginner Specific objectives are goal/key Plan goals are vague and not Rider framework and NCCP identified for each individual elements for clearly identified. growth & development activity. lesson principles. Plan is organized into main Detail is such that another segments including instructor could easily introduction, explanation, implement this practice as per demonstration, warm-up, main the intended timelines. part (practice), cool-down and Clear lesson Timeline provides evidence of conclusion. segments and Plan has a base structure but optimal use of the available Duration of the lesson and appropriate does not clearly identify main time to promote a high degree each segment are identified on timeline for segments or timeline of lesson. of active engagement, a timeline. activities practicing and learning by the Enough time is allotted for participants. each activity to achieve goals Activities within the main part and activity time is maximized. are sequenced to enhance Appropriate breaks are learning. provided as required. Activities match goal. Plan identifies where this Activities reflect Equine Appropriate and Structured Lesson Plan Plan Lesson Structured and Appropriate Activities are inappropriate for lesson fits in the athletes’ □ Canada’s recommendations beginners as outlined in the overall development. and guidelines for teaching Appropriate Rider Level guides and the Activities are progressively beginners. activities Equine Canada Participant sequenced to promote Activities contribute to skill Development Model. learning, safety, and success. development. Activities do not match goals. More than one lesson □ At least one lesson progression progression is included. is included. Detail is such that another There is no description of the Activities are clearly described. instructor could implement this Activities clearly different activities. Description reflects awareness practice and achieve the described Description does not reflect of and control for potential risk desired learning or training safety. factors. effect. Key learning No evidence of key Specific key factors and Key factors/teaching points are points for each factors/teaching points. teaching points are identified identified. activity included Teaching points are incorrect. for each activity. Location of Plan identifies basic logistics: Logistics are detailed enough phones and Logistics are incomplete or date, time, location, number of for another instructor/individual emergency missing. athletes, level of athletes, etc. to clearly implement the numbers practice. Specific Directions include facility’s Directions are not included. Directions are clear and directions to EMS locator ID number. Directions are incomplete. correct. reach facility Map is included. Medical profiles are available Location of Location of medical profiles Location is not identified. and have been recently medical profiles identified. updated. Location of first Instructor presents a checklist Location of equine and human aid kits Location is not identified. of required equipment found in first aid kits identified. human/equine human and equine first aid kits. Emergency Action Plan Plan Action Emergency Call and charge persons are Identification of not identified. Roles and contacts for call and Alternate call and charge call and charge Roles and contact info not charge persons are identified. persons are identified. persons included. © All rights reserved, Equine Canada and Coaching Association of Canada, 2006 2 Phone numbers and directions Phone numbers No phone numbers. Phone numbers are present. to nearest emergency vet for veterinarians hospital are included. SECTION B: MOUNTED LESSON Evidence is incorrect or Exceptional quality and Criteria Evidence Minimum standards (2) incomplete (1) attention to detail (3) Ensures that cinch and other equipment are correctly fitted and adjusts as necessary. Tack not checked. Ensures that tack is in good Instructor provides an Tack checked but not adjusted repair. explanation while checking and Horse/rider if required. Riders are all wearing adjusting tack to help the equipment ready Riders not wearing appropriate appropriate attire including student be more independent riding attire including proper proper footwear. next time. heel. Stirrups are even and an appropriate length for the lesson topic. Instructor places himself/herself so that he/she All riders are going in the same Rider proximity is unsafe and is can see all participants at all direction. not corrected by the times e.g. on the outside of a Horses are at least one horse Safe group instructor/Instructor does not circle. length apart. management have control of the Instructor quickly and easily Instructor maintains control of environment (riders, horses, adapts to changing conditions environment (riders, horses, spectators, etc.). in the group e.g. changes the Safety spectators, etc.). plan to deal with an anxious rider. When asked by evaluator, When asked by evaluator, When asked by evaluator, Instructor can explain why or Instructor cannot explain why Instructor can explain why or why not the horse(s) is/are ***Appropriate or why not the horse(s) is/are why not the horse(s) is/are appropriate as a beginner horse/pony appropriate as a beginner appropriate as a beginner horse (s) AND can explain the horse(s). horse(s). qualities of an ideal lesson horse for a beginner. Instructor leaves doors/gates Instructor ensures that all open and ignores potential doors/gates are shut and that hazards. all equipment/area is safe. Instructor quickly adapts to a Instructor does not recognize Instructor can identify situation that emerges during ***Risk potential risks when there are adjustments to lesson after a lesson (e.g. unexpected bad management dangerous factors in the dangerous situation has weather, a spooking horse environment which should become evident. e.g. heavy spooks the rest of the group). have been addressed. rain is creating noise which frightens the horses. ***The candidate may be required to answer questions in these areas in order to provide the evidence necessary if it is not observed during the lesson. © All rights reserved, Equine Canada and Coaching Association of Canada, 2006 3 Evidence is incorrect / Exceptional quality and Criteria Evidence Minimum standards (2) incomplete (1) attention to detail (3) Equipment is not ready when ***Lesson needed. Equipment is available and Equipment is set up with equipment ready Instructor has to disrupt lesson quickly set up. lesson progressions in mind. to set up. Plan is organized into main Detail is such that another segments including instructor could easily introduction, explanation, implement this lesson as per demonstration, warm-up, main the intended timelines. part (practice), cool-down and Clear lesson Timeline provides evidence of Plan has a base structure but conclusion. segments and optimal use of the available does not clearly identify main Duration of the lesson and appropriate time to promote a high degree segments or timeline of each segment are identified on timeline for of active engagement, practice. a timeline. activities practicing, and learning by the Enough time is allotted for participants. each activity to achieve goals Activities within the main part and activity time is maximized. are sequenced to enhance Appropriate breaks are learning. provided as required. Instructor adjusts the exercises Activities do not match lesson to best meet the lesson goal goals. based on participants’ and Delivered activities match the Activities are too complex to Exercises match lesson