Livestock Coaches Workshop

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Livestock Coaches Workshop

• Dr. Tim Marshall
• Professor
• Department of Animal Sciences
• University of Florida

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Youth Programs Meat Animal

• Current Status and Future Directions

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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

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• 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 Cattlemens Association
• INTERNET Site
• State Fair Skillathon

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Proposed 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

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

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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

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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

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Judging

• Evaluation
• Comparison
• Selection
• Ranking
• Discussion/Defense

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Step 1 Teach the Industry

• In order to select the best individual for the
  prescribed useone 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?

• 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 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 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

• 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

• Visual Evaluation
• Performance Data Evaluation

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Step 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

• April 6, 2002
• Horse Teaching Unit
• University of Florida
• Department of Animal Science

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FFA Preliminary Contests

• Tampa, State Fair 2/8/3
• Chipley 2/21/3 ???????????
• Orlando, Central Florida Fair 3/3/3 ????

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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

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State 4-H and FFA Livestock Evaluation and
Judging Contest

• April 5, 2003
• UF Horse Teaching Unit Arena
• Gainesville, FL

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Coaching Reasons
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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

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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

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Why Are Reasons Important?

• Oral Communication
• Note-taking Skills
• Critical Thinking
• Make a logical decision
• Defend that decision

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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?

• 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?

• Step Two/Three Reasons Format
• Keep it simple
• Structure notes that fit directly into the format

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Where to Begin?

• Finally Presentation
• Keep it natural
• Make it fun
• Take it one pair at a time

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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

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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.

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Reasons Format/Note Taking

• Need to know the format

Set of Reasons
Introduction
Top Pair
Bottom Pair
Middle Pair
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Reasons Format/Note Taking
A Pair
Grant
Comparison
Criticism
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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

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Reasons Format/Note Taking
General Comments about individual animals or the
class
1/2
Comparison
Grant
Criticism
2/3
Comparison
Grant
Criticism
3/4
Criticism
Comparison
Grant
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Reasons Format/Note Taking

• 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

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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?

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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!!!

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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.

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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

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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.

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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?

• 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.
  Dont cause problems with creating monsters!

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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

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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 (dont waste time)

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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

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Beef Quality Grade

• Use FOE and visual indicators of breed typelt.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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Steer 4
Live WT Carcass WT 831 Dressing FOE Adjusted
.5 PYG 3.2 REA 12.2 / .5 KPH 2.0 /
-.3 Marbling Mt50 Maturity A50 QG C YG 3.4
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Steer 7
Live WT Carcass WT 743 Dressing FOE Adjusted
.7 PYG 3.7 REA 13.0 / -.1 KPH 2.5 /
-.2 Marbling Sm70 Maturity A50 QG C- YG 2.7
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Steer 10
Live WT Carcass WT 701 Dressing FOE Adjusted
.5 PYG 3.2 REA 12.6 / -.2 KPH 2.5 /
-.2 Marbling Sl90 Maturity A40 QG Se YG 2.8
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Steer 16
Live WT Carcass WT 615 Dressing FOE Adjusted
.3 PYG 2.7 REA 11.6 / -.2 KPH 2.0 /
-.3 Marbling Sl50 Maturity A50 QG Se YG 2.2
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Steer 37
Live WT Carcass WT 776 Dressing FOE Adjusted
.3 PYG 2.7 REA 16.2 / -.9 KPH 2.5 /
-.2 Marbling Sm0 Maturity A40 QG C- YG 1.6
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Steer 23
Live WT Carcass WT 587 Dressing FOE Adjusted
.4 PYG 3.0 REA 9.9 / .3 KPH 2.5 /
-.2 Marbling Md20 Maturity A30 QG C YG 3.1
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Steer 20
Live WT Carcass WT 580 Dressing FOE Adjusted
.5 PYG 3.2 REA 9.6 / .3 KPH 2.5 /
-.2 Marbling Sm10 Maturity A50 QG C- YG 3.3
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Steer 38
Live WT Carcass WT 662 Dressing FOE Adjusted
.3 PYG 2.8 REA 12.3 / -.2 KPH 2.0 /
-.3 Marbling Sl70 Maturity A40 QG Se YG 2.3
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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

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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

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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

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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-

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Swine Evaluation
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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)

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Formula System of Calculating USDA Market Hog
Grade

• Last Rib BackFat (LRBF)
• USDA Muscle Score (MS)
• USDA Grade (4 LRBF) MS

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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

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Preliminary Grade SystemLRBF PYG

• lt1.0 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 Fat

• Where to evaluate?
• Jowl
• Forerib
• Shoulder Blade
• Elbow Pocket
• Loin Edge
• Flank
• Tailhead
• Seam of Ham

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Evaluating Fat
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Evaluating Muscle

• Where to Evaluate?
• Shoulder
• Forearm
• Loin
• Stifle
• Ham

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Evaluating Muscle
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Pig 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 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 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 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 6

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