SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Implement an exercise programme within a sport or fitness context

SAQA US ID	UNIT STANDARD TITLE
10204	Implement an exercise programme within a sport or fitness context
ORIGINATOR
SGB Sport
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 02 - Culture and Arts			Sport
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2002-06-12	2005-06-12	SAQA 0742/02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2006-06-12		2009-06-12

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
243294	Recommend an exercise programme or activity	Level 4	NQF Level 04	5

PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard in combination with other content-related standards will be able to implement effective and efficient exercise programmes within the Sport and Fitness context. They will do this through accurate evaluation of the needs and abilities of participants according to prescribed evaluation formats appropriate to the Sport and Fitness activity.

This unit standard, combined with other core and elective Sport and Fitness standards in a national certificate in Sport and Fitness Leadership (NQF 4) will provide the learner with the competence to practice as a Sport and Fitness leader. In addition they will be well positioned to extend their learning and practice into other areas of Sport or Fitness disciplines, or to strive towards professional standards and practices at higher levels.

Competent leaders in Sport and Fitness will provide quality experiences to participants and thus strengthen the profession in general.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner entering a program leading to this unit standard has completed, or is concurrently achieving the unit standard "Demonstrate a knowledge of Exercise and Fitness Principles as related to Sport and Fitness (NQF 4).

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Compile a fitness and skills profile of a participant on health related aspects.

OUTCOME NOTES

Compile a fitness and skills profile of a participant on health related aspects.
For Example:

Perform basic health screening of individuals.

Perform a basic fitness evaluation on participants using a prescribed tool.

Perform a basic skills evaluation on participants using a prescribed tool.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT
Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the practitioner
Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

Integrated assessment
It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. Correct screening tools are used.
2. Correct evaluation tools are used.
3. Participant is informed on evaluation and appropriate activities.
4. The intervention suits the needs, interests, abilities and constraints of the participant.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
5. Progress of participant is monitored and the programme is adapted accordingly.
6. Reflect on, measure and evaluate performance in order to improve future practice and learning.

SPECIFIC OUTCOME 2

Interpret the evaluation according to a prescribed format/tool.

OUTCOME NOTES

Interpret the evaluation according to a prescribed format/tool.
For Example:

Identify physical abilities and constraints.

Identify talented participants.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

SPECIFIC OUTCOME 3

Choose an appropriate intervention programme according to a prescribed format.

OUTCOME NOTES

Choose an appropriate intervention programme according to a prescribed format.
For Example:

Suitable to the needs, abilities and constraints of the individual.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

SPECIFIC OUTCOME 4

Adapt the programme according to progress and evaluation.

OUTCOME NOTES

Adapt the programme according to progress and evaluation.
For Example:

Monitor and evaluate progress of individual.

Give feed back to the participant on progress.

Make necessary changes to programme to support and/or enhance progress.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

1. Physical, sensory and intellectual constraints and abilities.
2. Health screening techniques and tools.
3. Skills evaluation techniques and tools.
4. Fitness evaluation techniques and tools.
5. A range of exercise and fitness activities in relation to evaluation of participant.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING

Self-organisation and -management relates to:

Compile a fitness and skills profile of a participant on health related aspects.
For Example:

Perform basic health screening of individuals.

Perform a basic fitness evaluation on participants using a prescribed tool.

Perform a basic skills evaluation on participants using a prescribed tool.

Interpret the evaluation according to a prescribed format/tool.
For Example:

Identify physical abilities and constraints.

Identify talented participants.

Choose an appropriate intervention programme according to a prescribed format.
For Example:

Suitable to the needs, abilities and constraints of the individual.

Adapt the programme according to progress and evaluation.
For Example:

Monitor and evaluate progress of individual.

Give feed back to the participant on progress.

Make necessary changes to programme to support and/or enhance progress.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to:

Compile a fitness and skills profile of a participant on health related aspects.
For Example:

Perform basic health screening of individuals.

Perform a basic fitness evaluation on participants using a prescribed tool.

Perform a basic skills evaluation on participants using a prescribed tool.

Interpret the evaluation according to a prescribed format/tool.
For Example:

Identify physical abilities and constraints.

Identify talented participants.

Choose an appropriate intervention programme according to a prescribed format.
For Example:

Suitable to the needs, abilities and constraints of the individual.

Adapt the programme according to progress and evaluation.
For Example:

Monitor and evaluate progress of individual.

Give feed back to the participant on progress.

Make necessary changes to programme to support and/or enhance progress.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to:

Compile a fitness and skills profile of a participant on health related aspects.
For Example:

Perform basic health screening of individuals.

Perform a basic fitness evaluation on participants using a prescribed tool.

Perform a basic skills evaluation on participants using a prescribed tool.

Interpret the evaluation according to a prescribed format/tool.
For Example:

Identify physical abilities and constraints.

Identify talented participants.

Choose an appropriate intervention programme according to a prescribed format.
For Example:

Suitable to the needs, abilities and constraints of the individual.

Adapt the programme according to progress and evaluation.
For Example:

Monitor and evaluate progress of individual.

Give feed back to the participant on progress.

Make necessary changes to programme to support and/or enhance progress.

UNIT STANDARD CCFO SCIENCE

Science and Technology relate to:

Compile a fitness and skills profile of a participant on health related aspects.
For Example:

Perform basic health screening of individuals.

Perform a basic fitness evaluation on participants using a prescribed tool.

Perform a basic skills evaluation on participants using a prescribed tool.

Interpret the evaluation according to a prescribed format/tool.
For Example:

Identify physical abilities and constraints.

Identify talented participants.

Choose an appropriate intervention programme according to a prescribed format.
For Example:

Suitable to the needs, abilities and constraints of the individual.

Adapt the programme according to progress and evaluation.
For Example:

Monitor and evaluate progress of individual.

Give feed back to the participant on progress.

Make necessary changes to programme to support and/or enhance progress.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 243294, which is "Recommend an exercise programme or activity", Level 4, 5 credits.

NOTES (2): VALUES

Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

1. Respecting the natural and cultural environment.
2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, ability and culture.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	21500	National Certificate: Sport and Fitness Leadership	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2005-06-12	Was CATHSSETA until Last Date for Achievement

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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