25442 version 1
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Apply basic psychological skills to equine sports performance
Level
3
Credits
4
Purpose
People credited with this unit standard are able to explain psychological
factors that affect performance in equine sport; and plan, apply, and review
the use of psychological skills in equine sport.
Subfield
Equine
Domain
Equine Industry
Status
Registered
Status date
22 May 2009
Date version published
22 May 2009
Planned review date
31 December 2013
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
Primary Industry Training Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0018
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
Legislation relevant to this unit standard includes but is not limited to the Health and
Safety in Employment Act 1992, and its subsequent amendments.
2
Candidates must not contravene the Code of Recommendations and Minimum
Standards for the Welfare of Horses (Wellington: Ministry of Agriculture and Forestry,
1993) or available at http://www.biosecurity.govt.nz/animalwelfare/codes/horses/index.htm.
3
Psychological skills training programme may be planned, applied, and reviewed in an
equestrian or racing environment by a rider, driver, or jockey. The athlete may be a
beginner through to a higher level competitor.
4
Competency must be demonstrated in an actual equestrian competition, trial, or race.
 New Zealand Qualifications Authority 2016
25442 version 1
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Elements and performance criteria
Element 1
Explain psychological factors that affect riders’, drivers’, or jockeys’ performance in equine
sport.
Performance criteria
1.1
Explanation of methods of developing and maintaining motivation describes
their effect on performance in equine sport.
Range
1.2
Explanation of methods of developing and maintaining confidence describes
their effect on performance in equine sport.
Range
1.3
methods of developing and maintaining motivation include but are
not limited to – goal setting, intrinsic and extrinsic rewards.
methods of developing and maintaining confidence include but are
not limited to – thought control, stress management and
relaxation, time management, pre-competition preparation.
Explanation of methods of developing and maintaining concentration describes
their effect on performance in equine sport.
Range
methods of developing and maintaining concentration include but
are not limited to – coping skills, key words, pre-competition
mental preparation, refocusing skills, arousal control.
Element 2
Plan, apply, and review the use of psychologocial skills in equine sport.
Range
psychological skills may include but are not limited to – goal setting, time
management, self talk, reframing, affirmations, imagery, coping skills, routine
development, refocusing skills, arousal control, relaxation.
Performance criteria
2.1
Two psychological skills are selected and described in terms of their use for
improving performance in equine sport.
2.2
A programme is planned with the aim of improving personal performance
through the use of the two psychological skills selected.
2.3
The programme is implemented according to the plan.
2.4
The programme is reviewed against the objectives.
2.5
Psychological skills training is discussed as it relates to self improvement in an
equine competition environment.
 New Zealand Qualifications Authority 2016
25442 version 1
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Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Primary Industry Training Organisation standards@primaryito.ac.nz if
you wish to suggest changes to the content of this unit standard.
 New Zealand Qualifications Authority 2016