Download - Livestock Coaches Workshop
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Livestock Coaches WorkshopLivestock Coaches Workshop
Dr. Tim MarshallProfessor
Department of Animal SciencesUniversity of Florida
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04/19/23
Youth Programs: Meat AnimalYouth Programs: Meat Animal
Current Status and Future Directions
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Objectives of Youth Livestock ProgramsObjectives 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
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Current StatusLivestock/Meat Evaluation ProgramAdult Leader workshops, Youth workshops, material access through the ANS INTERNET site, Contests4-H and FFAState Fair Steer FuturityHog/Ham Project (4-H)Middle School Meat Curriculum4-H Congress: Industry Leadership ProgramsJunior Florida Cattlemen’s Association INTERNET SiteState Fair Skillathon
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Proposed Future DirectionsProposed Future Directions
Beef Industry University: Travel Course for Teen Leaders (Junior FCA)
Stocker Steer Project
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Simple Steps to Using a Judging Team with Young People
Simple Steps to Using a Judging Team with Young People
Competition vs Education Winning vs Learning Recognition vs Professional Development Coaching vs Teaching
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Judging TeamJudging 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
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StepsSteps
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
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JudgingJudging
Evaluation Comparison Selection Ranking Discussion/Defense
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Step 1: Teach the IndustryStep 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!
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How do you teach the industry?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
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Step 2: Teach Anatomy and PhysiologyStep 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
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Step 3: Teach the LanguageStep 3: Teach the Language
Terms and phrases Methods of communication in the industry Learn to Talk like what you are supposed to be
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Step 4: Teach the economically important traits
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?
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Step 5: Teach evaluation of phenotype and genotype
Step 5: Teach evaluation of phenotype and genotype
Visual Evaluation Performance Data Evaluation
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Step 6: Teach – questions and reasonsStep 6: Teach – questions and reasons
Teach the ability to answer questions Teach the ability to orally defend the selections
made
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2002 State 4-H/FFA Livestock Judging Contest
2002 State 4-H/FFA Livestock Judging Contest
April 6, 2002Horse Teaching UnitUniversity of Florida
Department of Animal Science
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FFA Preliminary ContestsFFA Preliminary Contests
Tampa, State Fair: 2/8/3 Chipley: 2/21/3 ??????????? Orlando, Central Florida Fair: 3/3/3 ????
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Other OpportunitiesOther 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
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State 4-H and FFA Livestock Evaluation and Judging Contest
State 4-H and FFA Livestock Evaluation and Judging Contest
April 5, 2003UF Horse Teaching Unit Arena
Gainesville, FL
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Coaching ReasonsCoaching Reasons
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ObjectivesObjectives What are reasons/why important Where to begin on coaching reasons
TerminologyNote taking Reasons formatPresentation
Different instructional techniques that can be employed
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What are reasons?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 flowPresentation/Delivery
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Why Are Reasons Important?Why Are Reasons Important? Oral Communication
Note-taking Skills
Critical ThinkingMake a logical decisionDefend that decision
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Where to Begin?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!
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Where to Begin?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
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Where to Begin?Where to Begin?
Step Two/Three: Reasons Format
Keep it simple
Structure notes that fit directly into the format
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Where to Begin?Where to Begin?
Finally: Presentation
Keep it natural
Make it fun
Take it one pair at a time
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TerminologyTerminology
Parts of the animalMake 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
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TerminologyTerminology
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.
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Reasons Format/Note TakingReasons Format/Note Taking Need to know the format
Set of Reasons
Top Pair Bottom Pair
Introduction
Middle Pair
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Reasons Format/Note TakingReasons Format/Note Taking
A Pair
GrantComparison Criticism
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Reasons Format/Note TakingReasons 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
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Reasons Format/Note TakingReasons Format/Note Taking
1/2
2/3
3/4
Comparison
Comparison
Comparison
Grant
Grant
Grant
Criticism
Criticism
Criticism
General Comments about individual animals or the class
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Teaching the formatUse common objects first– Ink pens, pocket knives, hats, shoes
Give the students a scenario for the objectsMake sure to have a copy of a reasons format available for the m to follow as they write reasons for the objectsHave them work in pairs and share with the group
Reasons Format/Note TakingReasons Format/Note Taking
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Reasons Format/Note TakingReasons 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?”
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PresentationPresentation
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!!!
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PresentationPresentation
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.
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Instructional TechniquesInstructional Techniques
Additional ways of improving reasons Have them give the same set to each other, simultaneouslyIn a circle, have each student give a sentence, building a full set of reasonsRecord with video or audio and go over with the students to help them understand where they need to improve
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Writing and Asking QuestionsWriting 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.
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When to ask questions ?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.
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How many questions?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!
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Slaughter Cattle EvaluationSlaughter Cattle Evaluation
Target: 1100 – 1350 #, at least average muscle, Choice Quality Grade and better than 3 Yield Grade
Contest Evaluation: Quality and Yield Grade
Must be able to evaluate FOE, muscle, KPH, marbling, maturity
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Beef Yield GradeBeef 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)
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Factors affecting marbling scoreFactors 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
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Beef Quality GradeBeef 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
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Live WT Carcass WT 831Dressing %FOE Adjusted .5PYG 3.2REA 12.2 / +.5KPH% 2.0 / -.3Marbling Mt50Maturity A50QG CYG 3.4
Steer 4
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Live WTCarcass WT 743Dressing %FOE Adjusted .7PYG 3.7REA 13.0 / -.1 KPH% 2.5 / -.2Marbling Sm70Maturity A50QG C-YG 2.7
Steer 7
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Live WTCarcass WT 701Dressing %FOE Adjusted .5PYG 3.2REA 12.6 / -.2KPH% 2.5 / -.2Marbling Sl90Maturity A40QG Se+YG 2.8
Steer 10
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Live WTCarcass WT 615Dressing %FOE Adjusted .3PYG 2.7REA 11.6 / -.2KPH% 2.0 / -.3Marbling Sl50Maturity A50QG Se+YG 2.2
Steer 16
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Live WTCarcass WT 776Dressing %FOE Adjusted .3PYG 2.7REA 16.2 / -.9KPH% 2.5 / -.2Marbling Sm0Maturity A40QG C-YG 1.6
Steer 37
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Live WTCarcass WT 587Dressing %FOE Adjusted .4PYG 3.0REA 9.9 / +.3KPH% 2.5 / -.2Marbling Md20Maturity A30QG C+YG 3.1
Steer 23
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Live WTCarcass WT 580Dressing %FOE Adjusted .5PYG 3.2REA 9.6 / +.3KPH% 2.5 / -.2Marbling Sm10Maturity A50QG C-YG 3.3
Steer 20
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Live WTCarcass WT 662Dressing %FOE Adjusted .3PYG 2.8REA 12.3 / -.2KPH% 2.0 / -.3Marbling Sl70Maturity A40QG Se+YG 2.3
Steer 38
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Steer 107Steer 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+
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Steer 957Steer 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+
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Steer 429Steer 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+
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Steer 939Steer 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-
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Swine EvaluationSwine Evaluation
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Industry Target: Market HogIndustry Target: Market Hog
260 to 280 pounds .5 - .8 inches of LRBF Above average muscle No stress – prone pigs Must have acceptable quality (belly)
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Formula System of Calculating USDA Market Hog Grade
Formula System of Calculating USDA Market Hog GradeLast Rib BackFat (LRBF)
USDA Muscle Score (MS)
USDA Grade = (4 * LRBF) – MS
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ExamplesExamples
(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
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Preliminary Grade SystemLRBF : PYGPreliminary 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
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Evaluating FatEvaluating Fat Where to evaluate?
JowlForeribShoulder BladeElbow PocketLoin EdgeFlankTailheadSeam of Ham
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Evaluating FatEvaluating Fat
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Evaluating MuscleEvaluating MuscleWhere to Evaluate?
ShoulderForearmLoinStifleHam
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Evaluating MuscleEvaluating Muscle
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Pig #1Pig #1
Live Wt = 290 lbs HCW = 210 DP = 72.4% LRBF = 1.0 Muscle Score = 2.70 USDA Grade = 2.0
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Pig #2Pig #2
Live Wt = 240 lbs HCW = 179 DP = 74.6% LRBF = 1.3 Muscle Score = 2.40 USDA Grade = 3.2
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Pig #3Pig #3
Live Wt = 230 lbs HCW = 170 DP = 73.9% LRBF = 1.4 Muscle Score = 2.20 USDA Grade = 3.6
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Pig #5Pig #5
Live Wt = 225 lbs HCW = 165 DP = 73.3% LRBF = 1.4 Muscle Score = 2.10 USDA Grade = 3.6
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Pig #6Pig #6
Live Wt = 265 lbs HCW = 198 DP = 74.7% LRBF = 0.7 Muscle Score = 3.10 USDA Grade = -0.2