1. Livestock Coaches Workshop
Dr. Tim Marshall
Professor
Department of Animal Sciences
University of Florida
Other speakers will give you options, methods and answers. I will set the stage, focus your thoughts, stir your interest and maybe…make you angry.

2. Youth Programs: Meat Animal
Current Status and Future Directions
11/8/2018

3. 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

4. Current Status
Livestock/Meat Evaluation Program Adult Leader workshops, Youth workshops, material access through the ANS INTERNET site, Contests 4-H and FFA
State Fair Steer Futurity
Hog/Ham Project (4-H)
Middle School Meat Curriculum
4-H Congress: Industry Leadership Programs
Junior Florida Cattlemen’s Association
INTERNET Site
State Fair Skillathon

5. Proposed Future Directions
Beef Industry University: Travel Course for Teen Leaders (Junior FCA)
Stocker Steer Project

6. Simple Steps to Using a Judging Team with Young People
Competition vs Education
Winning vs Learning
Recognition vs Professional Development
Coaching vs Teaching

7. 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

8. 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

9. Judging
Evaluation
Comparison
Selection
Ranking
Discussion/Defense

10. 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!

11. 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

12. 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

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

14. 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?

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

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

17. 2002 State 4-H/FFA Livestock Judging Contest
April 6, 2002
Horse Teaching Unit
University of Florida
Department of Animal Science

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

25. 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

26. State 4-H and FFA Livestock Evaluation and Judging Contest
April 5, 2003
UF Horse Teaching Unit Arena
Gainesville, FL

27. Coaching Reasons

28. 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

29. 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

30. Why Are Reasons Important?
Oral Communication
Note-taking Skills
Critical Thinking
Make a logical decision
Defend that decision

31. 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!

32. 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

33. Where to Begin? Step Two/Three: Reasons Format Keep it simple
Structure notes that fit directly into the format

34. Where to Begin? Finally: Presentation Keep it natural Make it fun
Take it one pair at a time

35. 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

36. 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.

37. Reasons Format/Note Taking
Need to know the format
Set of Reasons
Introduction
Top Pair
Middle Pair
Bottom Pair

38. Reasons Format/Note Taking
A Pair
Comparison
Grant
Criticism

39. 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

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

41. 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

42. 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?”

43. Presentation Students can be TERRIFIED - so make it fun
Start by giving an introductory statement
“I place this class of Market Hogs wins as she best combines balance, muscling and femininity.
Sometimes sharing with the group eases tension, sometimes not!!!

44. 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.

45. 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

46. 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.

47. 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.

48. 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!

49. 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

50. 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 Fat most cattle have 2 or 2.5% (don’t waste time)

51. 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 marbling most cattle have a set maximum level of marbling that will never be exceeded, no matter how fat the cattle becomes

52. Beef Quality Grade
Use FOE and visual indicators of breed type <.2 inches: High Standard inches: Select inches: Low Choice inches: Average Choice
Be conservative since we will only have ultrasound data at the time of the contest

56. Steer 4 Live WT Carcass WT 831 Dressing % FOE Adjusted .5 PYG 3.2
REA / +.5
KPH% 2.0 / -.3
Marbling Mt50
Maturity A50
QG C
YG 3.4

57. Steer 7 Live WT Carcass WT 743 Dressing % FOE Adjusted .7 PYG 3.7
REA / -.1
KPH% 2.5 / -.2
Marbling Sm70
Maturity A50
QG C-
YG 2.7

58. Steer 10 Live WT Carcass WT 701 Dressing % FOE Adjusted .5 PYG 3.2
REA / -.2
KPH% 2.5 / -.2
Marbling Sl90
Maturity A40
QG Se+
YG 2.8

59. Steer 16 Live WT Carcass WT 615 Dressing % FOE Adjusted .3 PYG 2.7
REA / -.2
KPH% 2.0 / -.3
Marbling Sl50
Maturity A50
QG Se+
YG 2.2

60. Steer 37 Live WT Carcass WT 776 Dressing % FOE Adjusted .3 PYG 2.7
REA / -.9
KPH% 2.5 / -.2
Marbling Sm0
Maturity A40
QG C-
YG 1.6

61. Steer 23 Live WT Carcass WT 587 Dressing % FOE Adjusted .4 PYG 3.0
REA / +.3
KPH% 2.5 / -.2
Marbling Md20
Maturity A30
QG C+
YG 3.1

62. Steer 20 Live WT Carcass WT 580 Dressing % FOE Adjusted .5 PYG 3.2
REA / +.3
KPH% 2.5 / -.2
Marbling Sm10
Maturity A50
QG C-
YG 3.3

63. Steer 38 Live WT Carcass WT 662 Dressing % FOE Adjusted .3 PYG 2.8
REA / -.2
KPH% 2.0 / -.3
Marbling Sl70
Maturity A40
QG Se+
YG 2.3

64. 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+

65. 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+

66. 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+

67. 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-

68. Swine Evaluation

69. Industry Target: Market Hog
260 to 280 pounds
inches of LRBF
Above average muscle
No stress – prone pigs
Must have acceptable quality (belly)

70. Formula System of Calculating USDA Market Hog Grade
Last Rib BackFat (LRBF)
USDA Muscle Score (MS)
USDA Grade = (4 * LRBF) – MS

71. Examples (4 X 1.3) – 2 = 3.2 (4 X .7) – 3 = -.2 or USDA 1
Pig with 1MS can be no better than USDA 2

72. Preliminary Grade System LRBF : 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 Score 1 = inferior, 2 = average, 3 = superior Adjust down one USDA Grade for 1 and up one for 3

73. Evaluating Fat Where to evaluate? Jowl Forerib Shoulder Blade
Elbow Pocket
Loin Edge
Flank
Tailhead
Seam of Ham

74. Evaluating Fat

75. Evaluating Muscle
Where to Evaluate?
Shoulder
Forearm
Loin
Stifle
Ham

76. Evaluating Muscle

77. Pig #1 Live Wt = 290 lbs HCW = 210 DP = 72.4% LRBF = 1.0
Muscle Score = 2.70
USDA Grade = 2.0

78. Pig #2 Live Wt = 240 lbs HCW = 179 DP = 74.6% LRBF = 1.3
Muscle Score = 2.40
USDA Grade = 3.2

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

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

81. Pig #6 Live Wt = 265 lbs HCW = 198 DP = 74.7% LRBF = 0.7
Muscle Score = 3.10
USDA Grade = -0.2