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 racing industry to prepare to drive horses in races. Workplaces include harness stables and racecourses, training tracks and public areas.
Race gear will include:
horse gear:
bandages
boots
breastplate
bridle
harness
head check
hopples (pacing)
hopple pins
hopple shorteners
lugging pole
martingale
pull up or down blinds
race bridle and saddlecloth numbers
reins
removable ear plugs or removable hood
saddle
saddlecloth
shadow rolls
sulky
terrets
tongue ties
whip
personal protective equipment:
goggles
helmets
driving boots
vests.
Race gear preparation and checking for safetymay include:
checking fit of gear
cleaning gear, including:
cleaning and oiling leather
washing hardware
washing plastic, rubber and towelling
washing sulky
recognising wear and breakage, including:
cracked leather
gear slippage
frayed girths and surcingles
perished elastic, rubber or plastic
rusted buckles
split or cracked points
worn padding
worn stitching
recognising approved gear
replacing worn or broken gear.
Pre and post-race procedures may include:
assessing camber
attending protests and inquiries
checking for track obstacles or possible distractions
complying with drug testing procedures
discussing horse's chances and likely race style with owner
discussing race instructions with trainer
evaluating surface of tracks
evaluating track rating
following parade yard procedures
inspecting track
knowing colours of other drivers
making and announcing a decision to protest
observing distances between turns and straights
observing length of straights
presenting to the start
providing documentation, including:
clearances
horse identification documents
driver identification documents
trainer correspondence
relating weather conditions to possible racing conditions
reporting horse performance post-race to trainer and owner.
Starting procedures will include:
asking for assistance when required
following officials' directions
listening for name to be called
moving into and maintaining position at mobile barrier or standing start.
Form of own horse and other horses may include:
assessing performance of horses at a range of distances and on different track surfaces
predicting stages of race where favourites are likely to move
reading form guides
understanding handicapping system
watching horses trial and race to ascertain performance.
Racing behaviour of own horse and other horses may include:
appearing to falter
changing gait
checking
climbing
crowding
laying in or hanging
not finishing race strongly
not trying
over racing
score-up and start manners
racing wide.
Appropriate driving skills may include:
adapting driving styles to suit individual horses
changing direction
controlling and changing speed
considering variables that influence behaviour of horses, such as:
fences and equipment
other persons or animals
vehicles
wind and noise
dealing with pressure from other drivers for position in field
following rules of racing
interpreting trainer instructions
identifying emergency situations, for example:
gear breakage
horse fall
horse getting loose
judging pace and position in field
maintaining balance
maintaining control of position and speed
using aids, including:
ear plugs
lugging poles
whips
judging and maintaining pace, including:
knowing sectional times for varying race distances
following trainer instructions
slowing or quickening pace
using speed maps before race to estimate:
own place in the run
which will be hardest to beat
which will be running first, second and third
whether there will be speed in the race
who to follow
using own judgement when race is not truly run.
Strategies may require modification because:
horse not performing as expected
interference
opportunity appears to improve position
horse is slow away from start.
Evaluating and reporting horse's race performance may include:
how horse travelled throughout the race
incidents in the race
reason for not finishing closer
whether horse had cover
whether horse was boxed in
whether horse was caught wide.
Critical incidents may include:
injury to or distress of horse
interference
loss of stamina or reluctance to race
missing the start.
Protocol for communicating performance may include:
reporting honestly, factually and tactfully
providing information using appropriate language and terms of address
reporting to trainer
providing information to stewards or other officials.
Post-race assessment of own performance may include:
discussing drive with trainer or employer
discussing drive with other drivers or mentor
identifying areas where improvement could be made, including:
driving horses of particular classes, experience and racing styles
driving racehorses at trackwork not just at race meetings
practising driving horses working close together
viewing race videos.

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 the requirements of the performance criteria, required skills and knowledge and the range statement of this unit and include evidence of the following:
knowledge of the requirements, procedures and instructions that are to apply when driving in races
demonstration of driving skills suitable for race driving and making appropriate judgement calls on driving strategies based on a range of common racing scenarios
implementation of procedures and timely techniques to complete race driving tasks safely, effectively and efficiently
working with others to undertake and complete race driving tasks that meet required outcomes.
Evidence should be collected over a period of time using a range of horses of different ages and sexes, in different circumstances and in different racing stable and track environments.
Context of and specific resources for assessment
Competency must be assessed in a racing workplace that provides access to horses that are being educated and trained in a commercial racing stable under the care of a licensed trainer and the required resources. 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 that are currently in training
commercial racing training establishments, racetracks and registered race meetings
materials and equipment relevant to assessing candidate's ability to demonstrate race driving skills
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.
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, at least one of whom should be approved by the State Principal Harness Racing Authority.
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).