Unit of competency Outline
Date retreived
22/07/2026 8:04 PM AWST
22/07/2026 8:04 PM AWST
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Teach the intermediate skills of riding on the flat
Teach the intermediate skills of riding on the flat
Unit of competency
National Code
SISSEQS404A
SISSEQS404A
State Code
D6586
D6586
TGA Status
Deleted
Deleted
DTWD Status
Transition (Deleted)
Transition (Deleted)
State Implementation and Classification
Approved Date
14/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
14/10/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to teach the intermediate skills of riding on the flat. This unit focuses on planning, conducting and evaluating exercises and activities to teach and develop intermediate skills of riding.
Notes
Elements and Performance Criteria
1. Plan intermediate riding sessions.
- 1.1. Establish participant's needs and characteristics and assist with participant's registration or disclaimer where required.
- 1.2. Assess participant's readiness and current knowledge of equestrian in order to determine session aims and objectives.
- 1.3. Develop a session plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and best practice principles of equestrian sports.
- 1.4. Select, access and perform safety checks of location, horses, tack, personal equipment and resources suitable for the session, according to relevant legislation and organisational policies and procedures.
- 1.5. Identify possible hazards and risks associated with riding exercises and activities and determine safety procedures and contingency plans according to best practice principles of equestrian sports.
- 1.6. Assess and prepare horses safely and appropriately for the exercises and activities being performed.
2. Brief participants.
- 2.1. Communicate instructions and relevant information about the riding session in a manner appropriate to the participants.
- 2.2. Encourage participants to seek clarification, information and feedback as required during the session.
- 2.3. Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and rules and regulations of riding.
- 2.4. Establish a suitable communication system to use while participating in exercises and activities.
3. Conduct riding sessions.
- 3.1. Apply clear and accurate teaching and coaching techniques to impart required knowledge and the intermediate skills of riding on the flat to be developed.
- 3.2. Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
- 3.3. Warm up and mentally prepare horses and participants through safe and appropriate exercises.
- 3.4. Monitor individual participant's performance and maintain effective communication during horse riding exercises and activities.
- 3.5. Observe participants during riding exercises and activities, and provide individual and group correction as required according to rules and regulations and accepted best practice principles of equestrian sports.
- 3.6. Facilitate group dynamics to maintain group and horse safety, control and engagement.
- 3.7. Bring participants to a halt safely and allow time for cooling down at the end of the session.
4. Complete post-session responsibilities.
- 4.1. Check and release horses and store tack and equipment according to organisational policies and procedures and best practice principles of equestrian sports.
- 4.2. Encourage participants to identify their personal progress and satisfaction with the session, and give feedback as required.
- 4.3. Evaluate relevant aspects of riding session and determine the level of learning achieved.
- 4.4. Identify potential areas of improvement for future intermediate riding sessions.
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, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Participant's needs and characteristics may include:
age
cultural factors
situational factors
previous experience
fitness level
physical capabilities
horse handling skills
injuries and illnesses.
Readiness may include:
dress
fitness level
motor performance factors
lunging skills
level of arousal which will enhance performance.
Session aims and objectives may include:
exercises and activities
expected performance level attained
specific skill focus.
Plan may include:
session aims and objectives
date, time and duration
location and sufficient space
coach and participant ratios
equipment, resources and horse
exercises and activities
safety requirements.
Relevant legislation may include:
occupational health and safety
permits from authorities
privacy
working with children
harassment-free sports policies
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of horse, tack and personal equipment
training and scheduling commitments
maintenance of records
code of ethics.
Best practice principles of equestrian sports may include:
Equestrian Federation of Australia Coaches code of conduct policy
the Australian Sports Commission's Harassment-free Sport policy
the Equestrian Federation of Australia regulations and guidelines
accepted preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations
current and past good practice demonstrated by self or peers in the same or similar situation.
Safety checks may include:
fitting and suitability of tack and personal equipment
condition of tack and personal equipment.
Horses may include:
quiet and reasonably tractable horses.
Tack may include:
halters
ropes
lunge reins
bits
towels
brushes
hoof picks
saddles
saddle cloths
bridles
stirrups
lunge whip.
Personal equipment may include:
suitable attire
personal protective equipment
spurs
spare clothing
sun protection.
Resources may include:
teaching and coaching tools and aids
monkey straps
witches hats
food and water
first aid kit.
Hazards may include:
horses out of control
horses too close together
aggressive, misbehaved, timid, frightened horses
fallen participant
environmental hazards
lunge rein tangled in horses legs
side-reins too low and participant's leg caught
rowdy, excited or nervous participants
unsuitable horse and participant matches
spectators
other facility users.
Risks may include:
injuries to horse or participant
illness
inappropriate behaviour.
Riding exercises and activities may include:
use of the whip
control of the ride in single file, open order
balanced riding position
simple changes of rein
circles
serpentines
loops
canter leads
diagonals
sitting trot
transitions up and down to trot
transitions up and down to canter.
Safety procedures may include:
horse management in hazardous situations
symptoms, treatment and prevention of common horse riding injuries and risks
equipment checking and usage
appropriate dress
adequate warm up and cool down
picking out feet
keeping distance from other horses
riding at appropriate speed
the 'emergency stop'.
Relevant information may include:
skills focus
equipment, clothing and resource requirements, selection and use
activity boundaries and training area
safety procedures
communication systems
rules and regulations of riding
responsible and safe behaviour.
Feedback may include:
information on participant progress
improvements required
verbal or written or visual.
Rules and regulations may include:
current edition of the Federation Equestre Internationale Rules and relevant Federation Equestre Internationale discipline rules
local event organisers rules or event specific variations
the Equestrian Federation of Australia Coaches Code of Conduct policy
State Equestrian Association or Local Equestrian Association Code of Conduct policy
the Australian Sports Commission's Harassment-free Sport policy
the Equestrian Federation of Australia regulations and guidelines.
Communication system may include:
voice projection over distances
use of aids
specific commands and terminology.
Teaching and coaching techniques may include:
self mounted or unmounted demonstration and explanation
focusing on a single skill or tactic
breaking down skills into components
progressing through, linking and sequencing skills
monitoring and observing progress
adjusting, refining or correcting individual or group skills
appropriate positioning in arena
sequence of learning.
Required knowledge may include:
rules and regulations of riding
riding skills to be developed
factors affecting skill acquisition
safety and risk management
horse and equipment selection, use and maintenance.
Participant's performance may include:
use of appropriate communication systems
performance and accuracy of intermediate riding skills
attitude and behaviour.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
validity and reliability of assessment and evaluation tools.
Level of learning may include:
frequency of errors
linking of skills
fluency of performance
confidence.
Participant's needs and characteristics may include:
age
cultural factors
situational factors
previous experience
fitness level
physical capabilities
horse handling skills
injuries and illnesses.
Readiness may include:
dress
fitness level
motor performance factors
lunging skills
level of arousal which will enhance performance.
Session aims and objectives may include:
exercises and activities
expected performance level attained
specific skill focus.
Plan may include:
session aims and objectives
date, time and duration
location and sufficient space
coach and participant ratios
equipment, resources and horse
exercises and activities
safety requirements.
Relevant legislation may include:
occupational health and safety
permits from authorities
privacy
working with children
harassment-free sports policies
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of horse, tack and personal equipment
training and scheduling commitments
maintenance of records
code of ethics.
Best practice principles of equestrian sports may include:
Equestrian Federation of Australia Coaches code of conduct policy
the Australian Sports Commission's Harassment-free Sport policy
the Equestrian Federation of Australia regulations and guidelines
accepted preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations
current and past good practice demonstrated by self or peers in the same or similar situation.
Safety checks may include:
fitting and suitability of tack and personal equipment
condition of tack and personal equipment.
Horses may include:
quiet and reasonably tractable horses.
Tack may include:
halters
ropes
lunge reins
bits
towels
brushes
hoof picks
saddles
saddle cloths
bridles
stirrups
lunge whip.
Personal equipment may include:
suitable attire
personal protective equipment
spurs
spare clothing
sun protection.
Resources may include:
teaching and coaching tools and aids
monkey straps
witches hats
food and water
first aid kit.
Hazards may include:
horses out of control
horses too close together
aggressive, misbehaved, timid, frightened horses
fallen participant
environmental hazards
lunge rein tangled in horses legs
side-reins too low and participant's leg caught
rowdy, excited or nervous participants
unsuitable horse and participant matches
spectators
other facility users.
Risks may include:
injuries to horse or participant
illness
inappropriate behaviour.
Riding exercises and activities may include:
use of the whip
control of the ride in single file, open order
balanced riding position
simple changes of rein
circles
serpentines
loops
canter leads
diagonals
sitting trot
transitions up and down to trot
transitions up and down to canter.
Safety procedures may include:
horse management in hazardous situations
symptoms, treatment and prevention of common horse riding injuries and risks
equipment checking and usage
appropriate dress
adequate warm up and cool down
picking out feet
keeping distance from other horses
riding at appropriate speed
the 'emergency stop'.
Relevant information may include:
skills focus
equipment, clothing and resource requirements, selection and use
activity boundaries and training area
safety procedures
communication systems
rules and regulations of riding
responsible and safe behaviour.
Feedback may include:
information on participant progress
improvements required
verbal or written or visual.
Rules and regulations may include:
current edition of the Federation Equestre Internationale Rules and relevant Federation Equestre Internationale discipline rules
local event organisers rules or event specific variations
the Equestrian Federation of Australia Coaches Code of Conduct policy
State Equestrian Association or Local Equestrian Association Code of Conduct policy
the Australian Sports Commission's Harassment-free Sport policy
the Equestrian Federation of Australia regulations and guidelines.
Communication system may include:
voice projection over distances
use of aids
specific commands and terminology.
Teaching and coaching techniques may include:
self mounted or unmounted demonstration and explanation
focusing on a single skill or tactic
breaking down skills into components
progressing through, linking and sequencing skills
monitoring and observing progress
adjusting, refining or correcting individual or group skills
appropriate positioning in arena
sequence of learning.
Required knowledge may include:
rules and regulations of riding
riding skills to be developed
factors affecting skill acquisition
safety and risk management
horse and equipment selection, use and maintenance.
Participant's performance may include:
use of appropriate communication systems
performance and accuracy of intermediate riding skills
attitude and behaviour.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
validity and reliability of assessment and evaluation tools.
Level of learning may include:
frequency of errors
linking of skills
fluency of performance
confidence.
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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
plans and delivers precise relevant information, explanations and demonstrations for riding sessions to ensure exercises and activities are conducted safely, according to participant's needs, relevant legislation, organisational policies and procedures, rules and regulations and best practice codes
observes and monitors the progress of participants and provides constructive feedback, intervention and modification of coaching techniques as required to improve and develop the intermediate skills of riding
uses and modifies teaching and coaching techniques and exercises and activities to cater for a range of individual learning styles
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure conduct of sessions that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
a suitable location with controlled conditions for intermediate riding
suitable horses for the riding sessions
a group of participants for the intermediate riding sessions
tack and personal equipment such as halters, ropes, saddles, bridles, helmets, suitable attire and boots
resources such as teaching and coaching tools and aids.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, rules and regulations of riding and best practice principles to enable safe conduct of all exercises and activities during the sessions
observation of safe coaching of intermediate riding skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of session plans and self-evaluations
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
plans and delivers precise relevant information, explanations and demonstrations for riding sessions to ensure exercises and activities are conducted safely, according to participant's needs, relevant legislation, organisational policies and procedures, rules and regulations and best practice codes
observes and monitors the progress of participants and provides constructive feedback, intervention and modification of coaching techniques as required to improve and develop the intermediate skills of riding
uses and modifies teaching and coaching techniques and exercises and activities to cater for a range of individual learning styles
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure conduct of sessions that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
a suitable location with controlled conditions for intermediate riding
suitable horses for the riding sessions
a group of participants for the intermediate riding sessions
tack and personal equipment such as halters, ropes, saddles, bridles, helmets, suitable attire and boots
resources such as teaching and coaching tools and aids.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, rules and regulations of riding and best practice principles to enable safe conduct of all exercises and activities during the sessions
observation of safe coaching of intermediate riding skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of session plans and self-evaluations
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| J511 | SIS40512 | Certificate IV in Sport Coaching | Qualification |