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Coaching Reasons

Learn the importance of reasons in livestock judging coaching and how to begin teaching them. Understand the essential terminology, note-taking skills, and reasons format. Discover different instructional techniques that can be employed for effective coaching.

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Coaching Reasons

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  1. Coaching Reasons Celina Johnson University of Florida - Livestock Judging Coach

  2. Objectives • What are reasons/why important • Where to begin on coaching reasons • Terminology • Note taking • Reasons format • Presentation • Different instructional techniques that can be employed Johnson, 1997

  3. What are reasons? • Brief (1-2 minutes, no more) justification of why the student placed the class the way they did. • When scored, the judges priorities are: • ACCURACY - no matter how good it sounds, a lie is still a lie! • Organization - logical flow • Presentation/Delivery Johnson, 1997

  4. Why Are Reasons Important? • Oral Communication • Note-taking Skills • Critical Thinking • Make a logical decision • Defend that decision Johnson, 1997

  5. Where to Begin? • Step One: Terminology • Make sure the youth understand the parts of the animal! • Fancy, wordy terms are not worth any more than honest, simple terms used correctly! Johnson, 1997

  6. Where to Begin? • Step Two/Three: Note taking • Teach the students a system for taking notes • Easiest way - take notes that follow the reasons format • Youth need to be able to visualize the animals, not memorize the notes Johnson, 1997

  7. Where to Begin? • Step Two/Three: Reasons Format • Keep it simple • Structure notes that fit directly into the format Johnson, 1997

  8. Where to Begin? • Finally: Presentation • Keep it natural • Make it fun • Take it one pair at a time Johnson, 1997

  9. Terminology • Parts of the animal • Make jigsaw puzzle pieces out of the parts. • Have the students name each part as they put the animal together. • Ask questions about the function of each part. • If the students do not know the parts of the animal, they will never be able to give an accurate set of reasons Johnson, 1997

  10. Terminology • The “Term Game” • While traveling, pick a topic (ex. Muscle) and have the students come up with as many different ways of describing muscle differences as possible. Johnson, 1997

  11. Reasons Format/Note Taking • Need to know the format Set of Reasons Introduction Top Pair Middle Pair Bottom Pair Johnson, 1997

  12. Reasons Format/Note Taking A Pair Comparison Grant Criticism Johnson, 1997

  13. Reasons Format/Note Taking • Easiest way for youth to take notes is to mimic the reasons format • Develop a “shorthand” system to keep notes uncluttered and easy to read Johnson, 1997

  14. Reasons Format/Note Taking General Comments about individual animals or the class 1/2 Comparison Grant Criticism 2/3 Comparison Grant Criticism 3/4 Criticism Comparison Grant Johnson, 1997

  15. Reasons Format/Note Taking • Teaching the format • Use common objects first • Ink pens, pocket knives, hats, shoes • Give the students a scenario for the objects • Make sure to have a copy of a reasons format available for the m to follow as they write reasons for the objects • Have them work in pairs and share with the group Johnson, 1997

  16. Reasons Format/Note Taking • Teaching to visualize the animals • Ask QUESTIONS!!! • Have students place a class, turn their back to the class and answer several questions about the class. • Ask questions while driving or at the end of a practice • “What did the #3 horse look like in that first class that we judged” Johnson, 1997

  17. Presentation • Students can be TERRIFIED - so make it fun • Start by giving an introductory statement • “I place this class of Angus Bulls 1-2-3-4. 1 wins as he best combines muscling, volume and skeletal soundness. • Sometimes sharing with the group eases tension, sometimes not!!! Johnson, 1997

  18. Presentation • After comfortable with intros, add the top pair. • At each stage make sure grammar is correct and the format is being followed. • Gradually add to the sets until students are giving a full set of reasons. Johnson, 1997

  19. Instructional Techniques • Additional ways of improving reasons • Have them give the same set to each other, simultaneously • In a circle, have each student give a sentence, building a full set of reasons • Record with video or audio and go over with the students to help them understand where they need to improve Johnson, 1997

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