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The FEI Coach Education & Certification system is designed in accordance with the European model of the 5-Level structure for the recognition of coaching qualifications as ratified by the European Coaching Council (see FEI Development News 27_09: Coaching Qualifications). Putting theory to practice, Gerry Mullins, Jean-Philippe Camboulives, Peter Strijbosch, Lars Meyer zu Bexten as well as Susanne Macken and Kathy Amos Jacob all attended the workshop. In straight terms, the aims of the course were to update, coordinate and align the delivery of all Level 2 FEI Courses for Coaches by FEI Tutors and to review the Level 1 material.
The Workshop ran over two days and comprised both technical demonstrations and theory applications. Liam Moggan from the NCTC (National Coaching & Training Centre) in Limerick, Ireland moderated the whole workshop. In a concern of having all FEI courses being delivered using the same scheme, his mission was to review and clarify with the Tutors the correct use of the IDEA principles (i.e. Introduce the exercise; Demonstrate the exercise; Explain the exercise; and Attend to the practice of the exercise). The clear definition of the role of the Coach and the role of the Tutor and the use of the feedback methods were also covered.
The technical demonstration took place at René Aberlé's "Ecurie de Vulbens", just across the French boarder. Tutors were asked to competently deliver one of the Level 2 sessions using the Adult Learning Technique. This location was chosen because of its convenience in being situated near the Geneva airport and having all three Olympic disciplines' facilities. René Aberlé and his team had the difficult task to coordinate the practical sessions and to find the adequate rider/horse combinations for the demonstrations, but the challenge was duly upheld and all ran very smoothly with not a drop from the sky.
The second day was dedicated to a debriefing on the Level 1 courses and a review of the material. While some changes were elucidated, overall the course materials were deemed very appropriate and of good quality. The tutors had the opportunity to discuss and share the wealth of their experience and bring new ideas to the fore.
At the conclusion of these two very eventful days, hearty meals and spirited conversations, there was little doubt of the one very satisfying conclusion, that while there are many different and colourful personalities, the FEI tutors form a very solid team whose role is well defined and clear.
The FEI Development Department sincerely thanks R. Aberlé and all Tutors for their valuable input.
FEI - In the Spotlight 43/2007