Livestock Coaches Workshop

Livestock Coaches Workshop

Dr. Tim MarshallProfessor

Department of Animal SciencesUniversity of Florida

04/24/23

Youth Programs: Meat Animal

Current Status and Future Directions

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

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

Proposed Future Directions

Beef Industry University: Travel Course for Teen Leaders (Junior FCA)

Stocker Steer Project

Simple Steps to Using a Judging Team with Young People

Competition vs Education Winning vs Learning Recognition vs Professional Development Coaching vs Teaching

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

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

Judging Evaluation Comparison Selection Ranking Discussion/Defense

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!

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

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

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

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?

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

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

made

2002 State 4-H/FFA Livestock Judging Contest

April 6, 2002Horse Teaching UnitUniversity of Florida

Department of Animal Science

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

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

State 4-H and FFA Livestock Evaluation and Judging Contest

April 5, 2003UF Horse Teaching Unit Arena

Gainesville, FL

Coaching Reasons

Objectives What are reasons/why important Where to begin on coaching reasons

TerminologyNote taking Reasons formatPresentation

Different instructional techniques that can be employed

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

Why Are Reasons Important? Oral Communication

Note-taking Skills

Critical ThinkingMake a logical decisionDefend that decision

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!

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

Where to Begin? Step Two/Three: Reasons Format

Keep it simple

Structure notes that fit directly into the format

Where to Begin? Finally: Presentation

Keep it natural

Make it fun

Take it one pair at a time

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

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.

Reasons Format/Note Taking Need to know the format

Set of Reasons

Top Pair Bottom Pair

Introduction

Middle Pair

Reasons Format/Note Taking

A Pair

GrantComparison Criticism


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


1/2

2/3

3/4

Comparison

Comparison

Comparison

Grant

Grant

Grant

Criticism

Criticism

Criticism

General Comments about individual animals or the class

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 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?”

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!!!

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.

Instructional 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

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.

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.

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!

Slaughter 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

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)

Factors affecting marbling score Fat over the ribeye

as 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

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

Live WT Carcass WT 831Dressing %FOE Adjusted .5PYG 3.2REA 12.2 / +.5KPH% 2.0 / -.3Marbling Mt50Maturity A50QG CYG 3.4

Steer 4

Live WTCarcass WT 743Dressing %FOE Adjusted .7PYG 3.7REA 13.0 / -.1 KPH% 2.5 / -.2Marbling Sm70Maturity A50QG C-YG 2.7

Steer 7

Live WTCarcass WT 701Dressing %FOE Adjusted .5PYG 3.2REA 12.6 / -.2KPH% 2.5 / -.2Marbling Sl90Maturity A40QG Se+YG 2.8

Steer 10


Steer 16

Live WTCarcass WT 776Dressing %FOE Adjusted .3PYG 2.7REA 16.2 / -.9KPH% 2.5 / -.2Marbling Sm0Maturity A40QG C-YG 1.6

Steer 37

Live WTCarcass WT 587Dressing %FOE Adjusted .4PYG 3.0REA 9.9 / +.3KPH% 2.5 / -.2Marbling Md20Maturity A30QG C+YG 3.1

Steer 23

Live WTCarcass WT 580Dressing %FOE Adjusted .5PYG 3.2REA 9.6 / +.3KPH% 2.5 / -.2Marbling Sm10Maturity A50QG C-YG 3.3

Steer 20


Steer 38

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+

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+

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+

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-

Swine Evaluation

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)

Formula System of Calculating USDA Market Hog GradeLast Rib BackFat (LRBF)

USDA Muscle Score (MS)

USDA Grade = (4 * LRBF) – MS

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

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

Evaluating Fat Where to evaluate?

JowlForeribShoulder BladeElbow PocketLoin EdgeFlankTailheadSeam of Ham

Evaluating Fat

Evaluating MuscleWhere to Evaluate?

ShoulderForearmLoinStifleHam

Evaluating Muscle

Pig #1

Live Wt = 290 lbs HCW = 210 DP = 72.4% LRBF = 1.0 Muscle Score = 2.70 USDA Grade = 2.0

Pig #2

Live Wt = 240 lbs HCW = 179 DP = 74.6% LRBF = 1.3 Muscle Score = 2.40 USDA Grade = 3.2

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

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

Pig #6

Live Wt = 265 lbs HCW = 198 DP = 74.7% LRBF = 0.7 Muscle Score = 3.10 USDA Grade = -0.2

Documents

Livestock Coaches Workshop