Livestock Coaches Workshop

1. Livestock Coaches Workshop Dr. Tim Marshall Professor Department of Animal Sciences University of Florida Other speakers will give you options, methods and answers. I will set the stage, focus your thoughts, stir your interest and maybe…make you angry.Other speakers will give you options, methods and answers. I will set the stage, focus your thoughts, stir your interest and maybe…make you angry.

2. 1/29/2012 Youth Programs: Meat Animal Current Status and Future Directions

3. Objectives of Youth Livestock Programs Inspire youth to pursue a career in the livestock industry and empower them to begin the mission of “learning to learn” *also to recruit for the UF College of Ag/Animal Sciences Enlighten future voting citizens to vote in support of programs, policies and people who will support and sustain agriculture and food production

4. Current Status Livestock/Meat Evaluation ProgramAdult Leader workshops, Youth workshops, material access through the ANS INTERNET site, Contests4-H and FFA State Fair Steer Futurity Hog/Ham Project (4-H) Middle School Meat Curriculum 4-H Congress: Industry Leadership Programs Junior Florida Cattlemen’s Association INTERNET Site State Fair Skillathon

5. Proposed Future Directions Beef Industry University: Travel Course for Teen Leaders (Junior FCA) Stocker Steer Project

6. Simple Steps to Using a Judging Team with Young People Competition vs Education Winning vs Learning Recognition vs Professional Development Coaching vs Teaching

7. Judging Team Time needed to reach goals could be months or years Kids are individuals – each with their own inherent ability, learning style, work ethic There is much that should/can be done before ever seeing an animal Be inspirational – create a joy for learning

8. Steps Teach the industry Teach anatomy and physiology Teach the language spoken in the industry Teach the economically important traits Teach evaluation of phenotype and genotype Teach the incorporation or these aspects into Questions and Reasons

9. Judging Evaluation Comparison Selection Ranking Discussion/Defense

10. Step 1: Teach the Industry In order to select the best individual for the prescribed use…one must understand the industry in which the animal is required to function. Which animal should be most profitable? Team members must be personally engaged in the industry!

11. How do you teach the industry? Magazines INTERNET Industry activities (sales, workshops, etc.) Membership in groups (ie.: Junior FCA) Regular communication with knowledgeable people about the industry Jobs

12. Step 2: Teach Anatomy and Physiology Identification of body parts using the terms used in the industry Understand the function of each part and the needs to enable the parts to work properly Be able to differentiate between fat, muscle, bone, hair; and understand the optimum amount of each

13. Step 3: Teach the Language Terms and phrases Methods of communication in the industry Learn to Talk like what you are supposed to be

14. Step 4: Teach the economically important traits What are the traits? What is the economic value of each trait? What is the unit of measure of each trait, and what is the amount of change that causes a significant change in value?

15. Step 5: Teach evaluation of phenotype and genotype Visual Evaluation Performance Data Evaluation

16. Step 6: Teach – questions and reasons Teach the ability to answer questions Teach the ability to orally defend the selections made

17. 2002 State 4-H/FFA Livestock Judging Contest April 6, 2002 Horse Teaching Unit University of Florida Department of Animal Science

24. FFA Preliminary Contests Tampa, State Fair: 2/8/3 Chipley: 2/21/3 ??????????? Orlando, Central Florida Fair: 3/3/3 ????

25. Other Opportunities State Fair can be used by 4-H (originally planned for younger members) Sarasota Contest: 1/25/3 Many other contests at county fairs

26. State 4-H and FFA Livestock Evaluation and Judging Contest April 5, 2003 UF Horse Teaching Unit Arena Gainesville, FL

27. Coaching Reasons

28. 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

29. 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

30. Why Are Reasons Important? Oral Communication Note-taking Skills Critical Thinking Make a logical decision Defend that decision

31. 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!

32. 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

33. Where to Begin? Step Two/Three: Reasons Format Keep it simple Structure notes that fit directly into the format

34. Where to Begin? Finally: Presentation Keep it natural Make it fun Take it one pair at a time

35. 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

36. 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.

37. Reasons Format/Note Taking Need to know the format

38. Reasons Format/Note Taking

39. 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

40. Reasons Format/Note Taking

41. 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 Reasons Format/Note Taking

42. 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 look like in that first class that we judged?”

43. Presentation Students can be TERRIFIED - so make it fun Start by giving an introductory statement “I place this class of Market Hogs 1-2-3-4. 1 wins as she best combines balance, muscling and femininity. Sometimes sharing with the group eases tension, sometimes not!!!

44. 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.

45. 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

46. Writing and Asking Questions Questions should be brief and have only one correct answer – not left to opinion. Questions should be answered by giving the ID of one animal. Can have T/F, or “how many” Qs. Include questions answered by visual evaluation, performance evaluation, or the combination of the two.

47. When to ask questions ? New team members: turn back to class, answer questions, turn around and review/score Experienced team members: wait for at least an hour, preferably after they have seen more classes. This will test their notes and memory.

48. How many questions? As many good educational questions as possible. Traditionally 5 or 10 3-5 good questions is better than 3-5 good ones plus 5 questions with questionable answers. *Don’t cause problems with creating monsters!

49. Slaughter Cattle Evaluation Target: 1100 – 1350 #, at least average muscle, Choice Quality Grade and better than 3 Yield Grade Contest Evaluation: Quality and Yield GradeMust be able to evaluate FOE, muscle, KPH, marbling, maturity

50. Beef Yield Grade 1. Evaluate Fat over the Ribeye (in).2 = 2.5 PYG; .4 = 3.0; .5 = 3.25; .6 = 3.5; .7 = 3.75; .8 = 4.0 PYG 2. Adjust for muscle using visual evaluation+.3 = 1 in less REA than needed for his weight-.3 = 1 in more REA than needed 3. Adjust for % Kidney, Pelvic and Heart Fatmost cattle have 2 or 2.5% (don’t waste time)

51. Factors affecting marbling score Fat over the ribeyeas total body fat increases, marbling may increase to a certain point; varies with genotype Genetics for marblingmost cattle have a set maximum level of marbling that will never be exceeded, no matter how fat the cattle becomes

52. Beef Quality Grade Use FOE and visual indicators of breed type<.2 inches: High Standard.2-.35 inches: Select.4 - .5 inches: Low Choice.55 - .7 inches: Average Choice Be conservative since we will only have ultrasound data at the time of the contest

64. Steer 107 Live Wt = 1000 lbs HCW = 625 DP = 66.4% FOE = .25/.25 REA = 16.2 KPH = 2.0 YG = 0.6 Mat = A Marb =Slight80 QG = Se+

65. Steer 957 Live Wt = 1260 lbs HCW = 808 DP = 64.1% FOE = .45/.5 REA = 13.5 KPH = 2.5 YG = 3.0 Mat = A Marb =Slight70 QG = Se+

66. Steer 429 Live Wt = 1380 lbs HCW = 849 DP = 61.5% FOE = .7/.9 REA = 14.3 KPH = 2.0 YG = 3.8 Mat = A Marb =Moderate90 QG = Ch+

67. Steer 939 Live Wt = 1275 lbs HCW = 785 DP = 61.6% FOE = .1/.15 REA = 14.4 KPH = 2.5 YG = 1.7 Mat = A Marb =Slight40 QG = Se-

68. Swine Evaluation

69. Industry Target: Market Hog 260 to 280 pounds .5 - .8 inches of LRBF Above average muscle No stress – prone pigs Must have acceptable quality (belly)

70. Formula System of Calculating USDA Market Hog Grade Last Rib BackFat (LRBF) USDA Muscle Score (MS) USDA Grade = (4 * LRBF) – MS

71. Examples (4 X 1.3) – 2 = 3.2 (4 X .7) – 3 = -.2 or USDA 1 (4 X 1.1) – 1 = 3.4 Pig with 1MS can be no better than USDA 2

72. Preliminary Grade SystemLRBF : PYG <1.0 in Last Rib Backfat = USDA Grade 1 1.0 – 1.24 in = 2 1.25 – 1.49 in = 3 1.5 in and higher = 4 Adjust for Muscle Score1 = inferior, 2 = average, 3 = superiorAdjust down one USDA Grade for 1 and up one for 3

73. Evaluating Fat Where to evaluate? Jowl Forerib Shoulder Blade Elbow Pocket Loin Edge Flank Tailhead Seam of Ham

74. Evaluating Fat

75. Evaluating Muscle Where to Evaluate? Shoulder Forearm Loin Stifle Ham

76. Evaluating Muscle

77. Pig #1 Live Wt = 290 lbs HCW = 210 DP = 72.4% LRBF = 1.0 Muscle Score = 2.70 USDA Grade = 2.0

78. Pig #2 Live Wt = 240 lbs HCW = 179 DP = 74.6% LRBF = 1.3 Muscle Score = 2.40 USDA Grade = 3.2

79. Pig #3 Live Wt = 230 lbs HCW = 170 DP = 73.9% LRBF = 1.4 Muscle Score = 2.20 USDA Grade = 3.6

80. Pig #5 Live Wt = 225 lbs HCW = 165 DP = 73.3% LRBF = 1.4 Muscle Score = 2.10 USDA Grade = 3.6

81. Pig #6 Live Wt = 265 lbs HCW = 198 DP = 74.7% LRBF = 0.7 Muscle Score = 3.10 USDA Grade = -0.2