Exam information
Expand each drop down item below to learn about the examination criteria for each level.
INTERNATIONAL LEVEL 1
The following is the recommended minimum criteria that should be included when developing riding instructor examinations to meet the requirements of the IGEQ matrix.
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Candidates should ride two horses. They should be capable of maintaining the level of the horse’s work which should be of a good basic standard of training. They must be able to show:
An established and correct basic riding position in all three gaits.
An ability to ride the horses into a submissive connection between leg and hand (according to the ability of the horse)
An ability to maintain their basic balance and co-ordination in all three gaits with and without stirrups and through a range of basic school figures and exercises to include transitions (from gait to gait and within the gait) turns on or about the forehand and leg yielding.
An ability to ride with effect and influence to demonstrate the best way of going of the horse’s they ride.
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Candidates should jump two horses. One horse over show jump type fences and one horse over cross-country type fences. They must be able to show:
A secure balanced jumping position over show jumps and across country over fences up to approximately 1 metre in height.
The ability to regulate speed and gait according to the conditions and the way of going of the horses.
The ability to show some judgment of balance and stride both towards a fence and between fences.
The ability to ride with confidence and effect over a small course of fences both show jumping and across country.
The ability to talk clearly about the way of going of the horses and to show understanding of the basic principles of the correct way of going of the jumping horse.
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The candidate will be examined in practical tasks and in oral discussion.
They must be able to demonstrate and discuss:
Practical tasks:
Grooming.
Correct fit and appropriate tack for competition work.
Correct application of boots and bandages for competition work.
Loading a horse for traveling.
Lunge a horse for exercise.
Assessing the action and soundness of a horse.
Assessing the condition of the horse’s feet and shoes.
In discussion:
Horse health and management of the sick horse.
Fitness and maintaining condition.
Understanding of the principles of nutrition in respect of feeding different types of horses. (old, young, ill, fit)
Basic physiology including the horse’s respiration and circulation.
Basic care and management of pasture.
Basic knowledge of stable design.
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Understand the rules regulating equestrian sport
Understand the FEI rules for the welfare of horses.
Understand the importance of safety of horse and rider equipment prior to teaching and in lessons.
Understand the suitability of horses for pupils.
Understand the maintenance of an accident register.
Ability to teach the correct basic seat for work on the flat and for jumping.
Ability to teach an individual or groups on the flat and jumping.
Motivate riders and plan lessons.
Understand fitness of horse and rider relevant to teaching practice.
Understand the factors that affect learning of horse and rider.
Demonstrate good communication skills.
In practice the candidate must be able to demonstrate the ability to teach, either an individual rider or a group of riders, the basic principles of correct riding on the flat and over small jumps. They must be able to show in their teaching a clear understanding of the basic principles of correct rider position and way of going of the horse, and an ability to convey this knowledge to their pupil(s). They must be able to teach to Novice dressage level and jumping to a level of approximately 2’6” (0.8m)
They must be able to discuss various principles of basic good teaching practice.
INTERNATIONAL LEVEL 2
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The candidates will ride two horses on the flat and be able to:
Demonstrate a secure, well established, effective, supple position in all three gaits.
Demonstrate the ability to ride with feel and knowledge to assess the horses and then develop their work with regard for any basic faults in the way of going.
Demonstrate the confidence to work constructively to improve aspects of the horse’s way of going.
If appropriate demonstrate work to include shortening and lengthening of stride within the gait, transitions in all three gaits, the development of lateral work to include shoulder in. Show counter canter and simple changes and the development of walk pirouettes.
Be able to discuss the way of going of the horses showing understanding of the scales of training.
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The candidates will ride two horses on the flat and be able to:
Demonstrate a secure, well established, effective, supple position in all three gaits.
Demonstrate the ability to ride with feel and knowledge to assess the horses and then develop their work with regard for any basic faults in the way of going.
Demonstrate the confidence to work constructively to improve aspects of the horse’s way of going.
If appropriate demonstrate work to include shortening and lengthening of stride within the gait, transitions in all three gaits, the development of lateral work to include shoulder in. Show counter canter and simple changes and the development of walk pirouettes.
Be able to discuss the way of going of the horses showing understanding of the scales of training.
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The candidate will demonstrate in practical tasks and oral discussion their ability in the following:
Practical:
Fitting tack for all aspects of competition.
Applying specialist bandaging for both work and injury.
Assessing the conformation and action of the horse.
Assessing the soundness of the horse.
Assessing the good and bad aspects of stable yard design.
An ability and confidence to effectively lunge a horse to assess its way of going and then work to improve it, with an ability to use poles if required.
In discussion:
Fitness of horses for work including evening, schoolwork and endurance.
Care and management of pasture.
Knowledge of breeding horses.
Physiology of the horse including health and management of problems.
Organising a yard and other members at work.
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The candidate must be able to teach an individual or groups of riders to an elementary standard of dressage and jumping. This would include:
All the teaching criteria from Level 1 would be more consolidated.
Teach individuals or groups to an elementary level of dressage.
Work towards the development of lateral work including shoulder in.
Work towards counter canter and simple change.
Work towards walk pirouettes and shortening and lengthening of gaits.
They must demonstrate confidence and familiarity with the use of jumps (to 1m 10) and the appropriate use of distances between fences.
They must show knowledge and understanding of how to vary distances and use distances that help improve the way of going of horse and rider.
Show the ability to train over natural or cross-country type fences.
They must be able to discuss aspects of teaching technique including dealing with problems on the flat and over fences.
Be able to motivate and plan for riders, then assess, appraise and develop appropriate goals giving relevant feed back and praise.
INTERNATIONAL LEVEL 3
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The candidate will ride and assess three horses. They should be able to demonstrate:
Confidence and the ability to assess each horse and work it to development and improvement.
A secure, deep, effective, position with ability to develop harmony with the horses.
The work should ideally be to medium level but include single flying changes.
The ability to discuss the work they have done and how it affected the horses, clearly showing their knowledge in discussion.
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The candidate will ride one horse over show jumps and one across country. They will show:
Confidence and effect in riding any type of horse.
Good judgment of speed and pace according to conditions.
Good balance, depth, security and harmony in their riding.
The ability to discuss any problems or training issues and what they did about them.
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Through practical demonstration and oral discussion, the candidate will show all aspects of yard management. They will demonstrate competence in running a large establishment through a range of practical tasks and oral discussion. These will cover fitness, feeding, breeding, care of pasture, yard management and organisation including basic financial management of a business. They will demonstrate skill in dealing with staff and clients and the possible problems that this involves.
The candidate will lunge a horse to assess and improve it. They can use poles if they wish to.
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All the teaching criteria from Level 1 and 2 would be more consolidated.
In addition to the previous skills achieved, the coach must demonstrate the ability to train and develop future instructors.
Train individuals and groups to advanced medium dressage level, including the flying change.
Train individuals and groups to 1m 20 show jumping and over fixed or cross country type fences.
Demonstrate a full understanding of the scales of training.
Further develop the fitness of horse and rider relevant to higher levels of competition.
Importance of understanding mental preparation for both horse and rider to enable best performance.
Demonstrate a depth of experience reflecting knowledge for developing varied partnerships, including young horses, young riders and successful competition partnerships.
They will be able to discuss all aspects of teaching horse and rider.
They will have knowledge on subjects such as dressage training, jumping training or training students for a career in the horse industry.
Examiner Protocol
Expand each drop down item below to learn about the examiner protocol.
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To examine competence of the candidate’s practical ability and knowledge of the subject, against the standard of the exam.
To put the candidate’s at ease so that they can give their best.
To be fair and unbiased in their opinions and not be influenced by anything other than the standard they are considering.
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The riding ability, the teaching ability and the stable management care and ability, at the required level, as set by the National Federation and in line with the levels of the International Group for Equestrian Qualifications.
International Level 1. Level 2. Level 3. (See the IGEQ matrix.)
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Examining = Assessing = Obtaining information, usually through a test or exam. How examining may take place:
Observation of practical tasks (e.g. riding/jumping/teaching/ stable management.)
Observation of work in the work place.
Simulated situation. (Setting up an artificial ‘role play’.)
Completing a set piece of work. (A case study or assignment relating to a specific situation.)
Answering questions either orally (spoken) or written.
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To find out the level of competence or knowledge.
To ensure competence.
To award a level of achievement.
To ensure standards (of exams/levels) are maintained.
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Your image: Turnout (clothing.) Appropriate to the weather. Warm or water proof. Neat, clean and tidy. Professional image of a professional person doing a professional job.
Your body language: Welcoming. Pleasant voice and manner. Allowing the candidates to feel comfortable and at ease with you. Allowing the candidates to feel that they can ask a question if they are unsure of anything.
Body language can be encouraging or intimidating.
Your attitude: Encouraging. Be patient with the candidates. Do not make them feel as if you are in a hurry or that they are irritating you.
Make eye contact when you are speaking to a candidate and face them, showing interest in what they have to offer you.
Eye contact and facial attitude should be inviting and encouraging.
Be aware that the candidate sees you in a very different way to how you see yourself. You are the person who has the power to pass or fail them today if they achieve or do not achieve the standard.
That makes YOU a very POWERFUL and IMPORTANT person.
The more you can put the candidate at ease the more they will be able to demonstrate their competence. Making them feel comfortable will increase their confidence in themselves and the situation and you are more likely to see them at their best.
If the candidate feels nervous or ill at ease in your presence, then they will lack sufficient confidence to show you their level of capability.
If the candidate fails to achieve the standard of the exam, they must blame their lack of knowledge or competence, they must not blame you for making the exam such an ordeal. Only if they blame themselves will they work harder to improve their weaknesses.
The way you make them feel can affect their attitude to future situations in exams or assessments.
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This is one of the most effective ways of finding out knowledge and ability and so it is used extensively in examining/assessing. It is a powerful tool and you must learn to use it skilfully to find out exactly what you want to know.
How to develop a clear and easy questioning style:
Always introduce yourself to an individual or a group.
The style of your questioning will discover the understanding of the candidate not just whether they have learnt the facts. (e.g. they may be able to tell you that one of the rules for feeding a horse is: ‘Feed plenty of bulk or fibre in the diet’ but unless they can explain why this is important then the statement ‘feed plenty of bulk’ is not supported by the knowledge of WHY.
A good questioning technique should encourage the individual (or group) to THINK.
Always introduce the subject, e.g. ‘we are going to talk about Rules of Feeding’.
Start with an easy question and then as the candidates answer with confidence progressively make the questions more searching and in depth.
Make questions clear and simple, e.g. what does the word ‘impulsion’ mean?’
Be systematic and avoid jumping about from one subject to another without an apparent link.
Offer the opportunity for others in the group to add to what has been said before moving to another subject.
Give the question first, then pause and allow thinking time before directing the question to a named individual. This will make the whole group listen and think. If you name the person and then ask the question the rest of the group are thinking ‘thank goodness it’s not me’ and will not be concentrating on the subject.
If you ASK A QUESTION- pause – NAME PERSON TO ANSWER. All will keep thinking and will have more to offer when asked.
Avoid questions that are so vague there could be any number of answers. e.g. ‘Look at that horse and tell me what you see?’ This requires a ‘guess what the examiner is thinking’ answer. It could be the colour, markings, health, condition, conformation, breeding, size, fitness etc. etc.! Better to say: ‘look at this horse and tell me about its colour and markings.’ Or ‘describe this horse’s conformation’.
Try to use a question that includes why/which/what/ where/when?? These are known as ‘open questions’ and they invite an answer which has some depth and substance to it, e.g. ’What can you tell me about the rules of feeding horses?’
Closed questions usually only require a yes/no answer or have a 50% guess factor of being right or wrong, e.g. ‘Is this horse a dark bay?’ Yes/no. If this was asked as an ‘open question’ ‘What can you tell me about this horse’s colour?’ The answer might be, ‘It’s a dark brown colour on its body with a black mane and tail and black legs from the knee down. This shows how much more the candidate knows about the colour.
Avoid saying ‘and what else?’ to the candidate when they have answered quite well. Often that means you are looking for one specific point that the candidate has missed and they then become anxious and worry about the one thing they could not answer.
Avoid asking several questions on top of each other without allowing the candidate thinking time or time to answer, e.g. ‘Describe the colour of this horse, do you think it is in good condition and tell me about it’s conformation.’ Ask one thing at a time!
If you have difficulty in thinking up questions that will search the candidate’s knowledge, then try putting WHY-WHAT-WHICH- WHEN-WHERE in front of the question.
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Do you ask questions that your participants can answer confidently and easily?
Do you allow your participants time to think?
If there is no answer forthcoming, are you able to lead them into an answer that makes them feel able to stay involved?
Do you make questions short and clear?
Do you use body language (eye contact, smiling, nodding) to encourage answers?
Do you use the participant’s names; it is much more involved and personal.
Do you always acknowledge responses?
Do you avoid allowing a participant to feel inadequate against the rest of the group?
Are you able to distribute the questions evenly around a group without allowing one or two to take over the session?
Do you avoid closed questions? Yes/No answers.
Do your participants leave the session feeling confident and encouraged that you have helped them to give of their best?
Most of the above are ‘closed’ questions the response should be ‘yes’. They are examples of when a closed question has a valid use.
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These sessions should be well planned and use an area where candidates can work easily with calm horses that will stay relaxed about having a number of people working in the stable and around them.
Candidates should be briefed clearly on what is expected of them and then allowed to ‘get on with the job’ then be questioned after the task is completed, e.g. ‘Go into the stable and fit a dressage saddle and double bridle to the horse.’
The task should be observed and completed in a realistic time span which is appropriate to the job. Questions can then be asked to support the practical skill, e.g. ‘Show me how you made sure the bridle fits the horse?’ ‘How would you check this saddle for safety?’
Candidates can safely work in pairs but should be given specific individual tasks, e.g. one fit the saddle; one fit the bridle then swaps over to discuss each other’s work.
Candidates should ideally all complete the same practical tasks, e.g. grooming/fitting tack/fitting boots and bandages/ fitting rugs.)
Safety and good handling of the horses is of the highest priority.
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Feedback is essential to assist the candidate in planning their further training.
Feedback is essential for motivation and development of the participants.
Feedback indicates to the candidate where their strengths and weaknesses are.
Feedback should be given clearly and constructively, so that the participant is in no doubt as to where they need to improve or develop, to achieve the standard if they have not been successful.
Verbal or written feedback should be honest and forthcoming and should highlight the good aspects first and then clearly identify the weaknesses.
Feedback should confirm the participant’s understanding of what the standard is and if they did not achieve it, why not.
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Keeping notes on each candidate is essential and it is very important that you keep clear and concise notes that are identifiable to each person.
Ideally each candidate should have a number so that there can be no confusion.
Keep your notes private, so that each candidate cannot read them over your shoulder if you are in close proximity. They may read something that confuses them or makes them think they are not doing very well and this could have a bad effect on the rest of their day.
Make sure that you are clear about which horses they rode so that if you make a comment, e.g. “she rode a grey horse” you are quite sure that she did ride a grey horse!
In writing reports that the candidates will read to help them for their future, it is essential that you make the main points clear as to where the strengths and especially the weak areas lay, e.g.
She rode both horses with a plan but was not effective enough to influence them and ensure that she maintained rhythm and balance. She now needs more depth of position so that her aids can be more coordinated for more effect. OR: In stable management, while showing some knowledge he was not confident enough in his handling of the horses and sometimes this made an unsafe situation (door open and loose horse while fitting tack).
The candidate must be quite clear from the report they receive as to where they need to improve to achieve the standard on another occasion.
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You are a guardian of the standard. Your role is to examine/assess and pass candidates who achieve the standard and fail those who do not achieve the standard.
It is usually easy to decide on the passes and fails when the individuals are clearly above the standard or below it.
It is more difficult to decide on the candidates who are near the standard but may have some areas above standard and some areas below.
Then it is your role to balance the strengths and weaknesses and come to a decision as to whether to award the qualification or not.
The following questions may help you to make the ‘right’ decision:
If I was going to employ this person, e.g. as a Level 1 instructor in my establishment, would they be competent to carry out most of the tasks required of a Level 1 instructor with a small amount of supervision and support from a more senior member of staff? (If Yes – then Pass.)
If I was employing this person, would they appear to be open to learning from those more experienced and easy to take on advice to improve their confidence and competence? (If Yes – Pass.)
If I was employing this person, would I consider that they were worthy to call themselves a qualified instructor (e.g. at Level 1) or would I look at them and wonder how they managed to pass the exam? (If worthy then – Pass)
If I looked at their work through the day (of the exam) and I kept hoping that they would show me a little more competence but generally I felt that they were at the standard. (then – Pass)
If I looked at their work through the exam day and kept worrying about the mistakes they were making and their general lack of competence then generally they are probably not at the standard. (then – Fail)
Make quite sure that if your feeling is towards the candidate not being up to standard then you must make sure that your reasons for failing are clear and that you can give the person sound information as to where they must improve to achieve the standard on another occasion.
EVERY CANDIDATE MUST FEEL THAT WITH THE NECESSARY TRAINING AND GUIDANCE THEY CAN ACHIEVE THE STANDARD OF AN EXAM OR ACCEPT FOR THEMSELVES THAT IT IS NOT WITHIN THEIR ABILITY.
IT IS NOT ACHIEVING THE STANDARD THAT FAILS THEM; THEY MUST NEVER FEEL THAT IT IS THE EXAMINERS WHO FAIL THEM.