Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

The range statement provides details of how this competency can be used in the workplaces of the harness racing industry to assess a candidate's ability to educate harness horses for racing. Workplaces include harness stables and racecourses, training tracks and public areas.
General care and handling may include:
grooming
hoof care
hosing
leading
rugging
tying up.
Mouthed may include:
accepting bridle fitting and removal
accepting pressure on the bit
being driven in long reins
turning, stopping and backing up to rein signals.
Controlled environment may include:
areas of different sizes suitable to introduce various gear and equipment, including:
area suitable for driving horse at trot for first time
area suitable for driving horse at walk for first time
breaking yard
round yard
specified breaking in harness
quiet surroundings away from distractions
safe footing
secure, clearly visible fencing.
Confidence in driving tasks may include:
accepting gear and equipment
negotiating basic driving techniques, including:
accepting direction to work beside and past other horses
accepting driver directional aids
accepting rein pressure
accepting restriction of harness and vehicle
backing up
becoming less reactive to activities and stimuli within a training centre
maintaining gaits at walk, trot and pace
moving away from home
moving forward
stopping
turning
standing quietly while being tacked up or stripped down.
Physical and behavioural causes may include:
physical causes:
damaged or ill-fitting gear
condition of teeth
possible soreness, for example:
back
feet
hindquarters
limbs
mouth
poll
track conditions
weather
behavioural causes:
age
aggression with other horses
excitement
fear of other horses
frights caused by a range of stimuli
individual horse responses to normal stimuli
injury
sex.
Planning an education program may include:
application of principles of horse learning theory, including:
bonding
classical conditioning, for example:
conditioned response
dominant versus submissive response
habituation
operant conditioning, for example:
extinction response
habituation
positive and negative reinforcement
sensitisation
stimulus and response
degree of training required, for example:
pre-training at long or slow distance work
jog work
fast or slow mornings' work
duration of training program
encouraging tractability of horse
improving horses' balance and tempo
improving horses' response to aids and gear
reporting horse performance to trainer
role of sexes in herd structure.
Corrective techniques may include:
changing bits
corrective shoeing
ensuring health and injury status of horse are not cause of problems
hoods, blinkers and shadow rolls
humane use of restraints to control speed and direction
practising with start equipment
protective boots and bandages
working horses away from the track
working horses with quiet, experienced horses.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy all of the requirements of the performance criteria, required skills and knowledge and the range statement of this unit and include evidence of the following:
identification of behaviour and movement that could potentially affect horse performance in harness training and racing
evaluation of potential for further improvement or progression in training when deciding if there is a benefit in continuing, particularly with re-education
knowledge of the requirements, procedures and instructions that are to apply when educating harness horses for racing
demonstration of effective horse handling skills (including corrective techniques) that comply with animal welfare directives
implementation of procedures and timely techniques for the safe, effective and efficient provision of horse education
selection and application of appropriate, effective and humane techniques to correct or modify behaviour and performance of horses being prepared or re-educated for harness racing
working with others to undertake and complete horse education procedures that meet required outcomes.
Evidence should be collected over a period of time using a range of racehorses of different ages and sexes, and at different stages of preparation in racing stable and track environments.
Context of and specific resources for assessment
Competency must be assessed in a racing workplace that provides access to the required resources or simulated environment approved by the relevant State Principal Harness Racing Authority. Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints. It is to comply with relevant regulatory requirements or Australian Standards requirements.
Assessment of the practical components of this unit will be by observation of relevant skills.
The following resources must be available:
a variety of harness horses
materials and equipment relevant to assessing candidate's ability to educate harness horses for racing
safe handling and work areas, such as racing stables, and training and racetracks
work instructions and related documentation.
Method of assessment
Assessment methods must satisfy the endorsed Assessment Guidelines of the Racing Training Package.
The suggested strategies for the assessment of this unit are:
written and/or oral assessment of candidate's required knowledge
observed and firsthand testimonial evidence of candidate's application of practical tasks
simulation exercises conducted in a State Principal Harness Racing Authority approved simulated environment.
Evidence is required to be demonstrated over a period of time, therefore where performance is not directly observed any evidence should be authenticated by supervisors or other appropriate persons.
This unit may be assessed in a holistic way with other units of competency relevant to the industry sector, workplace and job role.
Guidance information for assessment
Assessment methods should reflect workplace demands (e.g. literacy and numeracy demands) and the needs of particular target groups (e.g. people with disabilities, Aboriginal and Torres Strait Islander people, women, people with a language background other than English, youth and people from low socioeconomic backgrounds).