Pony Club Australia Preliminary Coach Workbook

Pony Club Australia Preliminary Coach Workbook
Preliminary Coach Workbook

includes mentored coaching practice log, assessment and registration forms
Candidate Name *

First NameLast Name
Email*
Phone Number*
Address*

Street Address

Street Address Line 2

CityState

Post Code
State*
PCA Membership Number*
Club/Centre Name *
Mentor's Name*

First NameLast Name
Mentor's email address *
example@example.com
Working with Children/Vulnerable people card number *
Expiry date of the above:*

DayMonthYear
Note: Known as ‘Working with Children Check’ (valid for 5 years in SA, NSW and VIC or 3 years in WA), ‘Registration to Work with Vulnerable People’ (Tas, valid for 3 years), ‘Working with Vulnerable People Registration’ (ACT, valid for 5 years), or ‘Working with Children Clearance’ aka ‘Ochre card’ (NT, valid for 2 years) or ‘blue card’ (QLD, valid for 2 years).
Date enrolled in Preliminary Coach course*

DayMonthYear
Date

Contents

Introduction

Worksheets

Unit 1 - Sport Australia Online Community Coaching General Principles

Unit 2 Coaching Pony Club Riders

Unit 2.1 Coaching in Equestrian Sports
Unit 2.2 The Role of the Coach
Unit 2.3 Safety and Risk Management
Unit 2.4 Coaching Children
Unit 2.5 Inclusive Coaching
Unit 2.7 Planning
Unit 2.8 Control of a Group

Unit 3 Horse Care

Unit 3.1 Basic Horse Management and Handling
Unit 3.2 Points, Colours, Markings and measuring
Unit 3.3 Grooming, washing and hosing
Unit 3.4 Care of the hooves
Unit 3.5 Health, Condition & Routine Health Care
Unit 3.6 Saddlery, Tack & Equipment
Unit 3.7 Rugs and rugging
Unit 3.8 Feeding
Unit 3.9 How horses move
Unit 3.10 Transporting horses

Unit 4 – Horse Behaviour and Training

Unit 4.1 Introducing Equitation Science
Unit 4.2 The Rider’s toolkit
Unit 4.3 Ground work
Unit 4.4 The Equitation Science Training Scale

Unit 5 Riding Skills

Unit 5.1 Gear Checking
Unit 5.2 Mounting, Dismounting and Holding the Reins
Unit 5.3 Rider Position
Unit 5.4 Control of the horse, Aids, Warming up & Cooling Down, Rider Exercises
Unit 5.5 Poles and Small Jumps
Unit 5.6 Simple mounted games
Unit 5.7 Road Rules

Unit 6 - Mentored coaching practice

Mentor statement to Practical Assessor

Unit 7 Practical Coaching Assessment

Practical Assessment
Practical Coaching Assessment sheets

Introduction

To achieve a PCANCAS Preliminary coach qualification, the candidate must complete the following seven
core units.
There are no electives or specialisations in this course.

Units are grouped into the following seven national units:

1. Sport Australia Online Community Coaching General Principles
2. Coaching Pony Club Riders
3. Horse Care
4. Horse Behaviour and Training
5. Riding Skills (the teaching of)
6. Mentored Coaching Practice
7. Practical Coaching Assessment

Unit 1 is conducted online.

Units 2-6 will be completed/recorded in this official workbook and signed off/approved by a mentor prior to the practical assessment.

Unit 7 is a practical assessment. Assessment sheets are included at the end of this document, for completion on the day of assessment.

This workbook contains:

- A page to provide evidence of completion of Unit 1
- Worksheets for Units 2-5
- Mentored coching log to record mentored coaching hours for Unit 6
- A page for your mentor to endorse you as competent in Units 2-6
- Assessment sheets for the practical assessment in Unit 7
- The assessor sign-off form
- The form to register as a PCANCAS Preliminary Coach

Using this Workbook:

Candidates must complete all questions contained in the workbook or provide evidence that they are competent in the areas outlined. Candidates may work with a mentor to assist them to complete the questions in the workbook, however they must ensure that the responses are their own work.

Worksheets are to be signed off by a mentor prior to the day of assessment (see the orange sign off boxes throughout).

This workbook has been designed to be completed either manually on a printed copy or electronically. The sizes of tables are set for candidate working on hard copies. For those who are working off the Word document, the tables will simply reflow over to the next pages as more information is entered by the candidates. Table row heights are also set to enlarge if needed. Candidates completing this
book electronically are encouraged to maintain backup copies

Unit 1 - Sport Australia Online Community Coaching Essential Skills
Upload Certificate of Completion here

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Unit 2 Coaching Pony Club® Riders
Unit 2.1 Coaching in Equestrian Sports
a) What key change to the Pony Club syllabus and coaching manuals happened in 2020?:*
b) Rank the following PCA certificate levels from beginner to advanced and put "0" for the optional certificate (note this is not an exhaustive list of proficiency certificates):*
1. Explain the benefits of PCA coach accreditation. What do you consider to be the three main benefits of a PCA Preliminary Coaching Qualification. *
2. Demonstrate an understanding of the various equestrian disciplines in which Pony Club riders participate. Go to the ‘Sports’ page of ponyclubauastralia.com.au and look through the list of equestrian disciplines.Which three disciplines do you know the least about? In your own words, describe each one:*
Unit 2.2 The Role of the Coach
1. State the four priorities of a Pony Club® coach *
2. State the legal responsibilities of a Pony Club® coach *
What are your legal responsibilities as a coach?
3. Demonstrate behaviour appropriate to the PCA Code of Conduct

Candidates will be required to agree to abide by the Pony Club Australia Code of Conduct as part of their application for registration as a PCANCAS Preliminary Coach.

Please write your initials against each dot point below, and sign and date at the bottom to indicate that you have read and understood the expectations of PCANCAS coaches.

The coach’s code of conduct is a positive document for all coaches. It affirms a coach’s support for the concepts of responsibility, trust, competence, respect, safety, honesty, professionalism, equity and sportsmanship. The code also provides a reference point for clubs, parents, athletes, schools and employers to expect that a coach will demonstrate appropriate standards of behaviour.

	Candidate initials
Place the safety and welfare of the participants above all else.
Be aware of and support the sport’s injury management plans and return to ride guidelines.
Help each person to reach their potential
Encourage and support opportunities for people to learn appropriate behaviours and skills.
Respect the talent, developmental stage and goals of each person and encourage them with positive and constructive feedback.
Support opportunities for participation in all aspects of the sport.
Treat each participant as an individual.
Obtain appropriate qualifications and keep up-to-date with the latest coaching practices and the principles of growth and development of participants.
Act within the rules and spirit of your sport.
Promote fair play over winning at any cost.
Respect the decisions of officials, coaches and administrators.
Show respect and courtesy to all involved with the sport.
Display responsible behaviour in relation to alcohol and other drugs.
Act with integrity and objectivity, and accept responsibility for your decisions and actions.
Ensure your decisions and actions contribute to a harassment-free environment
Wherever practical, avoid unaccompanied and unobserved one-on-one activity (when in a supervisory capacity or where a power imbalance exists) with people under the age of 18.
Ensure that any physical contact with another person is appropriate to the situation and necessary for the person’s skill development.
Be honest and do not allow your qualifications or coaching experience to be misrepresented.
Never advocate or condone the use of illicit drugs or other banned performance enhancing substances or methods.
Never participate in or advocate practices that involve competition fixing.
Respect the rights and worth of every person, regardless of their age, race, gender, ability, cultural background, sexuality or religion.
Do not tolerate abusive, bullying or threatening behaviour.

Sign to indicate that you have read and understood the expectations of PCANCAS coaches*

Clear
4. Implement practices to ensure the welfare of riders and horses. For each of the following policies available to view at ponyclubaustralia.com.au, please list one example of a practice you do or will implement in your coaching.
1. Child safety code of conduct*
2. Child safety statement of commitment*
3. Childsafe sport policy*
4. Helmet standards*
5.Anti-doping policy*
6. Concussion policy*
7. Member protection policy*
8. Hot weather policy*
9. Animal welfare policy*
Unit 2.3 Safety and Risk Management
1. Identify safe riding facilities and equipment at Pony Club activities
Three qualities of a safe riding environment are:*
I would consider a riding environment unsafe if (list at least three things):*
Three qualities of safe equipment are:*
I would consider equipment unsafe if (list at least three things):*
Incomplete

2. Identify precautions taken to prevent injury to riders and horses
Incomplete

3. Know how to use some basic risk management tools to estimate and mitigate risk
4. Describe what to do in case of an accident
A rider in your group has fallen off. Outline the steps you should follow both during and after the incident. Please refer to the PCA Concussion Policy to formulate your response.*
5. Outline basic first aid procedures in the case of injury. In the space below, outline what you would do in the case of a rider who has fallen off and is laying injured on the ground. Use the box that applies to you, as your response will differ depending on if you do or do not have a first aid qualification?
If you do have a First Aid qualification:*
If you do not have a First Aid qualification:*
6. Know the basic steps to accident reporting
What key details should be included in an incident report?*
Unit 2.4 Coaching Children
1. Know why children come to Pony Club® and their motivation to learn - List five reasons why children ride at a Pony Club® or Accredited Centre. If possible, ask some children and include their replies below: *
2. Identify important physical growth and social and emotional development characteristics of children, how these characteristics influence the way children learn and the implications this has on planning activities
Outline the growth and development considerations that you will take into account when planning sessions for the following age groups: 5 - 7 years; 7 - 8 years; 9 - 12 years; 13 - 18 years. *
3. Know how to motivate young people
What are three things you can do in your riding lessons to motivate young people (be as specific as possible). If possible, refer to an example of when you were coaching:*
4. Identify the stages involved in learning a skills
Think of a skill and describe how you would be able to identify a rider at each stage of acquisition of that same skill (Skill level - Beginner, Intermediate, Advanced) (eg. rising trot, lenghten and shorten the reins, leading a horse safely).*
Unit 2.5 Inclusive Coaching
1. Identify the general principles of inclusive coaching for fun, participation and variety with reference to learning styles.
Think of a skill you might be teaching (eg. recognizing leading leg in canter, points of the horse, rise trot). How could you make your lesson more fun whilst appealing to each of the four different ways of presenting information (Visual, Auditory, Reading/Writing, Kinaesthetic)*
2. Know practical strategies and personal qualities for inclusive coaching
Thinking about your strengths and weaknesses as a coach, what are three things you know you can work on to make your own coaching practice more inclusive?*
3. Explain the Pygmalion effect*
Describe an occasion where a rider surprised you and what that revealed about assumptions you had made about their capabilities? If you have not had such an experience, list the assumptions you have about what makes a good rider and then list evidence against those assumptions.*
4. Identify the needs of different groups, including older riders and Indigenous riders. What are some considerations you have needed or may need to take into account when teaching thefollowing riders:
Older riders*
Indigenous riders*
Unit 2.6 Teaching commands, terminology and arena figures
1. Know how to give clear commands for safe and effective teaching
a) The three parts of a command are:*
b) What else can you do to make sure that your commands are clear and have been understood by riders? List at least three things you can do::*
2. Know where to position oneself in relation to riders for maximum supervision. Draw an aerial view of somewhere you have taught a small group or riders (or will be likely to teach them). Mark out an exercise you would teach to the riders and note where you would stand and why. For example, an outdoor, unfenced area with a clear view of horse floats or a large indoor arena. Put in as many details as possible, then draw an X where you would stand and why. Note any other precautions you may take to assist your supervision or riders (eg. use of witches hats to re-frame the riding space)*
3. Know arena tracks and figures to direct riders. Draw how a figure of eight of two 20m circles could be ridden in:
a) a 20x40 metre marked area*
b) a 20x60 metre marked area.*
Unit 2.7 Planning
1. Plan a riding lesson appropriate to develop E, D and D* riding and groundwork skills. Explain why lesson planning is important, including the benefits to you, your riders and the horses?*
Upload your lesson plan here if you prefere

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2. Know the most important elements of a warm up and cool down.
What are three needs that a warm up should be designed to meet for a horse and a rider?*
What are three needs that a cool down should be designed to fulfil for a horse and rider?*
3. Demonstrate the ability to use lesson planning templates and diagrams.

Plan four x 30 minute lessons suitable for D/D* level riders.
- Each lesson plan should be accompanied by a diagram.
- Editable word document versions of lesson plans and exercise diagrams can be downloaded from www.ponyclubaustralia.com.
- You can work with your mentor to make sure the plans are suitable, safe and use sound teaching methods.
- Your four lesson plans will form the basis of your practical assessment and must be provided to your Assessor prior to - or on the day of, the practical assessment (Unit 7).
- All tasks except groundwork will have three D/D* level riders per group.
- Groundwork task will be conducted with one rider only.
- A 20 x 60 marked area will be provided for assessing your delivery of the flatwork lesson.
- A minimum area of 40 x 70m will be provided for assessing the jumping lesson.
- A minimum area of 40 x 60 will be provided for assessing the Mounted Games lesson
You must choose one of the following topics from each of the following four lesson types:

Flat Riding:

1. Teach riders to ride in the upright seat with the focus to include the two straight lines of the rider position.

2. Teach riders to turn correctly onto the centreline, maintaining straightness and track left or right at the end. (This can relate to a dressage test).

3. Teach riders to ride 20m circles in walk and trot showing the correct measurements of the tangent points (measurements to be included in the lesson plan).

4. Teach riders the correct trot diagonal and how to change diagonals (with the riders showing a clear understanding of the reason for doing this).

5. Teach riders how to hold the reins in an independent hold and how to shorten and lengthen the reins (this can relate to a dressage test)

6. Teach riders to ride a transition from walk to trot and trot to walk (must include an explanation of aids).

Jumping (any jumps with height no greater than 60cm):

1. Teach riders the forward and two point seat in walk and trot (Include the straight line of the rider position, jumping equipment not necessary in this task).

2. Teach riders to negotiate a line over three poles in walk and in trot (Distances must be included in your lesson).

3. Teach riders a jumping exercise that progresses from a single pole, then three poles and finally a small jump.

4. Teach the riders to use the mane release or neck strap when negotiating a line of poles or a small jump.

5. Teach the riders the importance of riding a corner, the approach, the take-off, the landing and the departure when negotiating a small jump.

Mounted games / Sporting:

1. Teach the riders to safely lead their horses at walk and trot (as for rider in action).

2. Teach the riders to bridge their reins and to ride with one hand (as needed in a mounted game)

3. Teach riders to safely vault off their horse at halt and walk as needed in a mounted game.

4. Teach riders to carry a cane/ polo/ polocrosse stick and use it in a correct and safe way in walk and, if time permits, trot.

5. Teach riders the rules and then how to ride the bending race (riders should be taught the measurements)

6. Teach riders the rules and then how to ride the flag race.

Equitation Science groundwork (to be conducted with one rider only):

1. Explain how pressure and release works.

2. Teach position one and two for groundwork.

3. Teach stop, step back and slow from the ground.
Attach your four lesson plans here. You will submit them to the assessor on the day of practical assessment (Unit 7)*

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Unit 2.8 Control of a Group
1. Know how to brief riders on safety practices, procedures and appropriate behaviour. Write your script of how you brief riders on safety, procedures and behaviour:*
2. Explain group forms of riding including single file, open order and independent riding*
3. Use standard teaching commands and terminology to control the movements of a group. Imagine you are teaching three x 12 year olds working towards their D Certificate how to ride down the centre line. What commands would help you? List at least three and make sure each one includes all three parts of a command*
4. Know how to manage a situation in which a horse is exhibiting the flight response. From your imagination or experience, describe a situation where you are/were coaching and a horse exhibits/exhibited the flight response. How would/did you manage the situation? If it was a real situation, is there anything about your response that you would change and why? If you have not had an experience, write down a likely situation and how you would respond*
5. Describe a loose horse protocol. From your imagination or experience, describe a situation where you are/were coaching and there is/was a loose horse. How would/did you manage the situation? If it was a real situation, is there anything about your response that you would change and why?*

Unit 3 Horse Care
Unit 3.1 Basic Horse Management and Handling

2. Know how to approach, catch, lead and tie up a horse, using a quick release knot, correctly and safely, and:
• Turn out a horse alone and/ or in company, and
• Know how to control a horse for the vet or farrier, and
• Recognise and interpret horse body language

2. You will need to demonstrate or explain each of the following to your mentor’s satisfaction. In the table below, add the details in the relevant column for each element. Alternatively, write your script for explaining these steps to a rider *

	Add date and location of when demonstrated to mentor, or	Add date when explained to mentor and how (eg. online, over the phone, email or face-to-face)
Approach, catch and lead a horse safely
Safely tie a horse up with a quick release knot
Turn a horse out alone and in company
The correct technique to hold a horse for the vet or farrier
The facial expressions and body language of a horse when he is normal, relaxed, fearful, excited and sick

Unit 3.2 Points, Colours, Markings
1. Identify the points of the horse to D level Pony Club®

On the diagram below, identify the following points of the horse:
1.*
2.*
3.*
4.*
5.*
6.*
7.*
8.*
9.*
10.*
11.*
12.*
13.*
14.*
Unit 3.3 Grooming
1. Identify and use grooming equipment
a) List the name and application of each item of grooming equipment pictured below
1. *
3.*
4. *
5. *
6. *
b) Explain why the trimming of whiskers and pulling of manes and tails is discouraged*
2. Safely hose, wash and cool a horse. What are five rules for safely hosing, washing or cooling a horse:*
Unit 3.4 Care of the hooves
1. Explain the importance of daily hoof care - List three reasons why hooves should be inspected daily. *
2. Know how to safely pick up the feet of a quiet horse - Describe below the steps to safely pick up the near fore and off hind feet of a quiet horse.*
3. Name the parts of the hoof - Incomplete
4. Name the farrier’s tools. Name the farrier’s tools below and describe what they are used for:
NameUse
NameUse
NameUse
NameUse
NameUse
NameUse
5. Know reasons for trimming and/or (re)shoeing. List four reasons why a hoof would need trimming or re-shoeing*
Unit 3.5 Health, Condition & Routine Health Care
1. Recognise a healthy horse in good condition, and 2. Know how to use the 6 point body scoring chart to evaluate a horse’s condition. Use the 6 point body scoring chart to evaluate two different horses. Add photos here with your comments. - Incomplete
3. Recognise signs of pain in horses. Describe the facial expression of a horse inpain, with reference to the ears, eyes and nose.*
4. Recognise lameness/musculoskeletal pain. Outline a procedure to identify lameness.*
What eight signs of musculoskeletal pain have you seen most in your experience? If you have not seen that much diversity, list the ones you expect would be the easiest to overlook.
1.*
2.*
3.*
4.*
5.*
6.*
7.*
8.*

5. Recognise the following common conditions: girth galls, cold, colic and laminitis (founder). *

	Symptoms
Cold
Colic
Laminitis
Girth Galls

6. Know how to recognize and prevent botfly infestation, common internal parasites, tetanus, strangles and Hendra virus.*

	Symptoms	Prevention Strategy
Botflies
Internal Parasites
Tetanus
Strangles
Hendra Virus

7. Understand the importance of routine equine dental care. Describe a routine for care for the horse’s teeth. *
8. Identify situations requiring veterinary attention and know how to take the horse’s vital signs.
a. List three situations requiring immediate veterinary attention.*
b. Describe how you would take the horse’s vital signs*
9. Explain the five freedoms. Write up a case study of a horse you own or are familiar with. Identify how the five freedoms are being met and where improvements can be made.
Horse Name*
Horse details (age, living conditions, health conditions, etc):*

Freedom...*

	Being met by:	Could be improved by:
...from hunger and thirst
...from discomfort
...pain, injury and disease
...to express natural behaviours
...from fear and distress

Unit 3.6 Saddlery, Tack & Equipment
1. Know the parts and fit of a saddle and snaffle bridle, including how to use a taper gauge to check noseband fit
1. *
2. *
3. *
4. *
5. *
6. *
7. *
8. *
1. *
2.*
3. *
4. *
5. *
6. *
7. *
On the image above, where would you insert a taper gauge? *
2. Explain the procedure for cleaning, caring for and storing saddlery safely.*

3. Know the steps to saddle/unsaddle and bridle/unbridle a quiet horse/pony. You will need to demonstrate or explain each of the following to your mentor’s satisfaction. In the table below, add the details in the relevant column for each element. Alternatively, write your script for explaining these steps to a rider. *

	Add date and location of when demonstrated to mentor or,	Add date when explained to mentor and how (eg. online, over the phone, email or face-to-face)
Put a bridle on a quiet horse or pony
Put a saddle on a quiet horse or pony
Unbridle a quiet horse or pony
Unsaddle a quiet horse or pony

Unit 3.7 Rugs and rugging
1. Know how to make scientifically informed decisions about rugging horses. In your own words, explain what a thermoneutral zone means, what the range is for horses and how that can be used to inform rugging decisions. *

2. Safely rug and unrug a quiet horse. You will need to demonstrate or explain each of the following to your mentor’s satisfaction. In the table below, add the details in the relevant column for each element. Alternatively, write your script for explaining these steps to a rider. *

	Add date and location of when demonstrated to mentor or,	Add date when explained to mentor and how (eg. online, over the phone, email or face-to-face)
Safely rug a quiet horse
Safely unrug a quiet horse

3. Fit, storage, maintenance and care of rugs

4. Describe how to measure a horse for a rug

Complete the following table, with at least one point per cell.*

	Do	Do Not
Fitting a rug to a horse
Storing horse rugs
Maintaining and caring for horse rugs
Measuring for a horse rug

Unit 3.8 Feeding
1. Understand the importance of horses as grazing animals. Why is it important to know that horses are grazing animals? How does this knowledge relate to what horses are fed, how and when they are fed, even (or especially) if their access to pasture is limited? *
2. Know the rules of good feeding practices. List eight rules of good feeding.*

3. Identify good and poor quality hay, chaff and pasture. Complete the following table.*

	Signs of good quality	Signs of poor quality
Hay
Chaff
Pasture

4. Identify basic feed ingredients
Give examples of feeds that are used to provide condition. *
Give examples of feeds that are concentrates or used to provide energy. *

5. Explain the effects of under-feeding and over-feeding on the wellbeing of the horse. Complete the following table: *

	Under or over-feeding
Difficulty staying warm in winter
Reduced tolerance to heat
Laminitis
Behavioural problems
Impaired wound healing and immunity

6. Recognise common poisonous plants in the locality. Find three plants in your local area which are poisonous to horses – identify them here with a photo or description.*

7. Demonstrate how to safely tie a hay net. You will need to demonstrate or explain each of the following to your mentor’s satisfaction. In the table below, add the details in the relevant column for each element. Alternatively, write your script for explaining these steps to a rider. *

	Add date and location of when demonstrated to mentor or,	Add date when explained to mentor and how (eg. online, over the phone, email or face-to-face)
Safely tie a hay net

8. Explain the importance of an ample supply of fresh, clean water for the horse What are the implications of not providing ample, fresh water to a horse? *
8. Explain the importance of an ample supply of fresh, clean water for the horse.
What are the implications of not providing ample, fresh water to a horse?*
Under what conditions might a horse become dehydrated?*
Describe at least two strategies for preventing dehydration:*
Unit 3.9 How horses move
1. Identify the horse’s footfalls at the walk, trot and canter, including beat, sequence of steps Explain the following, including sequence and beat:
Footfalls at walk*
Footfalls at trot*
Footfalls at canter*
Footfalls at gallop*
Unit 3.10 Transporting horses
1. Identify the basic care and maintenance requirements of a float

2. Identify safety precautions when loading and unloading a horse

3. Identify the road rules and safety aspects of towing a horse float

You will need to demonstrate or explain each of the following to your mentor’s satisfaction. In the table below, add the details in the relevant column for each element. Alternatively, write your script for explaining these steps to a rider*

	Add date and location of when demonstrated to mentor or,	Add date when explained to mentor and how (eg. online, over the phone, email or face-to-face)
Basic care and maintenance of a float
Safety precautions when loading a horse
Safety precautions when unloading a horse
Best practices whilst towing a float

Unit 4 – Horse Behaviour and Training
RPL may be provided to candidates who have a 10872NATDiploma of Equitation Science. Do you have a Diploma of Equitation Science?*

YesNo
Please upload the Diploma of Equitation Science certificate here*

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Unit 4.1 Introducing Equitation Science
1. In your own words, describe Equitation Science: *
2. Explain reward training (positive reinforcement) - How would you explain reward training to a E level rider? *
3. Explain punishment and why it should be avoided - List at least two reasons why punishing horses should be avoided:*
Unit 4.2 Ground work
1. Explain the importance of safe ground work and what that entails. If you had to brief an E rider about safe ground work, what points would you include as a minimum?*

Unit 5 Riding Skills
Unit 5.1 Mounting, Dismounting and Holding the Reins
1. Describe how you would teach the correct procedure for mounting and dismounting *
2. Describe how you would teach the rider to hold the reins in two hands*
Unit 5.2 Rider Position
1. Identify the correct position of the rider in the saddle
a) When viewed from the side, the two imaginary lines for assessing rider position are: *
b) When viewed from behind, the following parts of the rider’s body should be level with the ground:*
3. Communicate position corrections to riders in an effective manner
Rewrite the following comments in a positive tone:

	I can say:
Stop leaning forwards
Your elbows are sticking out
Your toes are pointing down
Your legs are too far forwards
Stop looking down

Now rewrite the following comments as a question to develop rider awareness and their ability to self-assess:

For example: Instead of saying - Stop leaning forwards; I can ask -

"Lucy, do you think you are leaning, forwards, backwards or neither”?

or

“John, If I took your horse out from underneath you, would you fall forwards or backwards?”

or

“Sam, lean as far forwards as you can. Now as far backwards as you can. Can you find a position in the middle? Is that where you were before?”

	I can say:
Your elbows are sticking out
Your toes are pointing down
Your legs are too far forwards
Stop looking down

Unit 5.3 Control of the horse
1. Describe the natural aids and when and how they should be used *
2. What are the aids for stopping and slowing?*
3. What are the aids for go forward?*
4. What are the aids for turn?*
5.a. What are the beats to the walk?*
5.b. What are the beats to the trot?*
Unit 5.4 Poles
1. Know the general principles of using trot poles safely and effectively

How far apart should trot poles be when ridden at:
a) Walk*
b) Trot*
Unit 5.5 Simple Mounted Games
1. Know where to locate the rules for Mounted Games and Novelties

2. Know some simple Mounted Games
Find two Mounted Games that you have never heard of before and list them here:*
Unit 6 Mentored Coaching Practice
Please complete the table below to verify your mentored coaching hours accrued prior to practical assessment. A minimum of 10 hours is required. These hours may include attendance at a state-based NCAS training clinic or similar. Please add more rows if required by clicking on the "+" sign
Total number of supervised coaching hours*
Should be Empty:

	Two things that would make you think it is suitable for horses.	Two things that would make you think it is unsuitable for horses
Paddock
Yard
Stable

Pony Club Australia Preliminary Coach Workbook

Preliminary Coach Workbook

Unit 1 - Sport Australia Online Community Coaching Essential Skills

Unit 2 Coaching Pony Club® Riders

Incomplete

Incomplete

Unit 3 Horse Care

Unit 4 – Horse Behaviour and Training

Unit 5 Riding Skills

Unit 6 Mentored Coaching Practice