Stage 2 Coach Syllabus | The British Horse Society

Stage 2 Coach

BHSQ Level 2 (Stage 2) Qualification Specification

Learning outcome	Assessment criteria	Guidance on the content to be learnt during training and sampled during assessment	Assessment method
1. Understand the roles and responsibilities of a coach	1.1 Explain the roles of a coach	Roles, to include; To coach adults and children how to ride a horse for the purpose of recreation To provide enjoyment To engage with riders	Discussion
	1.2 Describe the responsibilities of a coach	Responsibilities, to include; To ensure the health, safety and welfare of riders (duty of care) To promote the welfare and safety of the horse To assess and coach adults and children to develop their riding ability and knowledge of horse care Provide a participant/rider centered approach to coaching To engage with riders via a variety of methods to encourage lifelong participation in riding To signpost riders to equestrian disciplines, if appropriate Respond to concerns Respond to incidents, accidents and emergencies involving the horse and/or rider Record incidents, accidents and emergencies Report to an experienced coach or mentor for support and guidance	Discussion
	1.3 Describe legal requirements for coaching horse riding	Legal requirements; Health and safety Safeguarding Data protection – confidentiality Equality Riding establishment license Code of conduct for the welfare of the horse	Discussion
	1.4 Explain a range of factors to consider when matching a horse with a rider	Range = 2 or more Factors, to include; Riding ability Rider body size Age of the rider Type of horse Appropriate equipment Type of lesson being delivered Environment	Discussion
2. Understand rider needs	2.1 Explain the needs of different types of riders	Different types of riders, to include; Adults Children Riders with special educational needs Riders with a disability or long-term health condition Specific needs such as different demographics and religious beliefs	Discussion
	2.2 Explain how the learning process may affect a rider’s skill development	Learning process, to include; Cognitive phase Associative phase Autonomic phase Feedback cycle	Discussion
	2.3 Explain factors that may affect rider development	Factors, to include; Concentration Confidence Connection with horse Motivation Speed of response Stability – core and posture Stamina/endurance Strength Suppleness	Discussion
3. Be able to coach safely	3.1 Demonstrate regard for safety	Coaches must demonstrate safe coaching in all sessions, including consideration of: Content of the lesson is suitable for the ability and fitness of horse and rider Welfare of horse(s) Content of the lesson is suitable to the needs of the rider Awareness of potential risks Maintain safety of self and others throughout the lesson including safeguarding Horse/equipment	Observation
4. Be able to demonstrate lesson management skills	4.1 Demonstrate effective communication skills	Communication must be effective in all four coaching sessions. Communication skills, to include; Verbal communication; volume, tone, language, terminology Non-verbal communication; gestures, body language, demonstrations, positioning Rapport Motivation Receiving feedback Providing feedback	Observation
	4.2 Demonstrate effective behaviour management skills	Behaviour management must be effective in all four coaching sessions. Behaviour management, to include; Rules of the school Expectations Consistency of approach Resolving conflicts	Observation and discussion
	4.3 Demonstrate effective time management skills	Time management must be effective in all four coaching sessions. Follow lesson timings and adapt if required Progression of lesson	Observation
5. Be able to coach a lead rein lesson	5.1 Produce a lesson plan	Lesson for one beginner rider (adult or child) for at least 20 minutes Lesson plan, to include; Risk assessment Aims and objectives Equipment Timings Introduction including assessment of the suitability of the lead rein horse Preparation Main activity Cool down Conclusion	Discussion
	5.2 Describe the process of coaching a beginner rider	Process, to include; Position Stop, start, steer How to introduce trot How to develop rising trot How to develop balance	Discussion
	5.3 Coach a lead rein lesson	Lead rein lesson as detailed in 5.1, to include; Mounting rider including demonstration or description of how to mount as required Controlling the horse Rider position Rising and sitting trot Transitions Turning and circles Slowing down and halting Dismounting Questions may be asked on the above if not observed during the session or to check further understanding.	Observation and discussion
	5.4 Coach progressive activities to rider	Progressive activities, may include; Activities to meet the lesson aims and objectives Activities which meet the skill level of the rider Exercises used are in a logical and relevant sequence Balance and or suppling exercises	Observation
	5.5 Implement suitable adaptations to coaching practices	Adaptations in relation to; Recognising the needs of the rider Adjusting coaching practices to meet the needs of the rider Consideration of age and experience	Observation
	5.6 Evaluate own performance	Evaluate, to include; Strengths Areas for improvement Performance, to include; Planning Teaching practices Communication skills Lesson management skills Feedback provided to participant	Discussion
6. Be able to coach a lunge lesson	6.1 Produce a lesson plan	Lesson for a novice rider who is able to walk and trot, 30 minute lesson Lesson plan, to include; Risk assessment Aims and objectives Equipment Timings Introduction including assessment of the suitability of the lunge horse Preparation Main activity Cool down Conclusion	Discussion
	6.2 Explain how to develop a range of riding skills	Range = 3 or more Riding skills, to include; Trotting independently Keeping riders interested and developing their riding before they are ready to canter When to introduce canter How to introduce canter How to develop balance and security in the canter Rider position and balance Riding independently The benefits of work without stirrups in walk, trot and canter Rider position Although this assessment criteria is included in the lunge lesson – this discussion is around further development of the rider	Discussion
	6.3 Ensure the horse is lunged safely	Lunge, to include; Assess suitability of the horse in walk, trot and canter (if appropriate) Control the horse Correct safe use of equipment Size of circles	Observation
	6.4 Coach a lunge lesson	Lunge lesson, to include; Mount/dismount rider safely Work in walk and trot Positional development of rider	Observation
	6.5 Coach progressive activities to riders	Progressive activities, to include; Activities to meet the lesson aims and objectives Activities which meet the skill level of the rider Exercises used are in a logical and relevant sequence Balance and or suppling exercises	Observation
	6.6 Identify common rider faults and make corrections	Common rider faults, to include; Incorrect body position Lack of suppleness Give feedback to rider and make changes to correct faults which meet the needs of the rider.	Observation
	6.7 Implement suitable adaptations to coaching practices	Adaptations in relation to; Recognising the needs of rider Adjusting coaching practices to meet the needs of rider Consideration of age and experience	Observation
	6.8 Evaluate own performance	Evaluate, to include; Strengths Areas for improvement Performance, to include; Planning Teaching practices Communication skills Lesson management skills Feedback provided to participant	Discussion
7. Be able to coach an integrated flatwork and jumping group lesson	7.1 Produce a lesson plan	Group of three riders for approx. 45 minutes. Novice riders who can walk, trot and canter over related fences up to 75cm Lesson plan, to include; Risk assessment Aims and objectives Equipment Timings Introduction including how to assess the suitability of the horses within a group Preparation Main activity Common theme running through both flatwork and jumping Flatwork exercises Jumping content - should include either a double or related distance Cool down Conclusion	Discussion
	7.2 Coach a group lesson	Group lesson as detailed in 7.1, to include; Rider position Walk, trot, canter and jumping up to 75cm including a double or related distance Jumps and poles should be placed at suitable distances for horses and riders Appropriate distances to be used and measured correctly Distances to be adjusted if required during the session	Discussion and observation
	7.3 Coach progressive activities to riders	Progressive activities, to include; Activities to meet the lesson aims and objectives Activities which meet the skill level of the rider Exercises used are in a logical and relevant sequence Linking to the Training Scale (rhythm, suppleness and contact)	Discussion and observation
	7.4 Identify common rider faults and make corrections	Common rider faults, to include; Incorrect body position Faults when riding school exercises Control of the horse Give feedback to rider and make changes to correct faults which meet the needs of the rider	Discussion and Observation
	7.5 Implement suitable adaptations to coaching practices	Adaptations in relation to; Recognising the needs of rider Adjusting coaching practices to meet the needs of rider Consideration of age and experience	Observation
	7.6 Describe basic school figures	School figures, to include; Figure 8 Circles Half circles Changes of direction Shallow loops Questions may be asked on the above if not observed during the session or to check further understanding	Discussion and Observation
	7.7 Coach basic jumping skills	Basic jumping skills, to include; Adapting position for jumping Shorter stirrups Maintaining balance through the paces and transitions Pole work in trot and canter Cross pole jump Appropriate jump distances Questions may be asked on the above if not observed during the session or to check further understanding	Discussion and Observation
	7.8 Explain how to develop a range of basic jumping skills	Range = 2 or more Development, to include; How to prepare riders for jumping How to introduce jumping How to develop basic jumping, progression to different exercises Work in a light seat position Use of related distances Use of grids Use of small courses with change of direction	Discussion and Observation
	7.9 Evaluate own performance	Evaluate, to include; Strengths Areas for improvement Performance, to include; Planning Teaching practices Communication skills Lesson management skills Feedback provided to participant	Discussion
8. Be able to coach a practical stable management lesson	8.1 Produce a lesson plan	One participant for at least 15 minutes, session suitable for a person working towards stage 1 level. Lesson plan, to include; Risk assessment Aims and objectives Equipment Timings Introduction including summary of activity Preparation Main activity Conclusion Stable management topics, may include; Putting on and removing a bridle Putting on and removing a rug Putting on and removing brushing boots Putting on and removing a saddle	Discussion
	8.2 Coach a stable management lesson	Stable management lesson as detailed in 8.1, to include; Consideration for horse welfare Safe horse handling Safe use of equipment Safety of participant	Observation
	8.3 Identify common faults and make corrections	Corrections, to include; Giving feedback Correction of fault to meet the needs of the participants Questions may be asked on the above if not observed during the session or to check further understanding	Observation
	8.4 Implement suitable adaptations to coaching practices	Adaptations in relation to; Recognising the needs of the participant Adjusting coaching practices to meet the needs of the participant Consideration of age and experience	Observation
	8.5 Evaluate own performance	Evaluate, to include; Strengths Areas for improvement Performance, to include; Planning Teaching practices Communication skills Lesson management skills Feedback provided to participant	Discussion
9. Be able to plan for professional development	9.1 Describe an action plan for own development	Action plan to develop own performance in the equestrian industry, to include; Short and long term goals SMART targets (Specific, Measurable, Achievable, Realistic, Time Based) Continual Professional Development (CPD) opportunities Own motivation for coaching	Discussion