SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demontrate a knowledge of sport and fitness history and structure 
SAQA US ID UNIT STANDARD TITLE
10201  Demontrate a knowledge of sport and fitness history and structure 
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  1 
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The qualifying learner achieving this unit standard will have a grasp of the history and structures of Sport and Fitness in order to relate to the present status of the disciplines.

In addition the learner will be well positioned to extend their learning and practice into other areas of Sport or Fitness leadership or management, or to strive towards Sport or Fitness management standards and practice at higher levels.

Competent qualifying learners in Sport or Fitness will provide safe, quality and positive experiences to participants and volunteer and thus strengthen the Sport or Fitness profession in general. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A learner aspiring to complete this unit standard must have been assessed competent against the following unit standards:
"Deal with Safety and Emergency Incidents (NQF 4)",
"Administer Sport and Fitness Activities (NQF 4)".
It is assumed that a learner attempting this unit standard will show competence in communication equivalent to NQF level 3 

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 
Contextualise the present South African sport and fitness environment. 
OUTCOME NOTES 
1. Contextualise the present South African sport and fitness environment in a broader historic framework.
For example:
  • Equity awareness (race, gender, disability) in the context of sport and fitness.
  • Transformation policies.
  • Addressing misconceptions. 
    		•

    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. Historical facts are recounted.
    2. Opportunities for participation are listed.
    3. Hierarchical relationships of structures are explained in relation to the chosen sport, recreation or fitness field.
    4. Development plan includes opportunities for inclusive participation. 
    		•

    SPECIFIC OUTCOME 2 
    Utilise the knowledge on the history and hierarchy of sport and fitness. 
    OUTCOME NOTES 
    2. Utilise the knowledge on the history and hierarchy of sport and fitness structures in the planning for growth.
    For example:
  • Role of structures.
  • Planning of programmes.
  • Establishing clubs.
  • Opportunities for affiliation and participation. 
    		•

    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. Historical facts are recounted.
    2. Opportunities for participation are listed.
    3. Hierarchical relationships of structures are explained in relation to the chosen sport, recreation or fitness field.
    4. Development plan includes opportunities for inclusive participation. 
    		•

    SPECIFIC OUTCOME 3 
    Explain the relationship between structures. 
    OUTCOME NOTES 
    3. Explain the relationship between local, provincial, national and international (including African) structures.
    For example:
  • Roles and responsibilities.
  • Affiliations.
  • Major events. 
    		•

    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. Historical facts are recounted.
    2. Opportunities for participation are listed.
    3. Hierarchical relationships of structures are explained in relation to the chosen sport, recreation or fitness field.
    4. Development plan includes opportunities for inclusive participation. 
    		•

    SPECIFIC OUTCOME 4 
    Develop a plan to promote inclusive participation. 
    OUTCOME NOTES 
    4. Develop a plan to promote inclusive participation.
    For example:
  • Includes opportunities for development.
  • Equity opportunities (race, gender, disability). 
    		•

    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. Historical facts are recounted.
    2. Opportunities for participation are listed.
    3. Hierarchical relationships of structures are explained in relation to the chosen sport, recreation or fitness field.
    4. Development plan includes opportunities for inclusive participation. 
    		•


    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. Local, provincial, national, African, international structures.
    2. History of sport, recreation and fitness in South Africa.
    3. Sport, recreation and fitness events.
    4. Equity awareness and transformation.
    5. Opportunities through affiliation and participation. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Contextualise the present South African sport and fitness environment in a broader historic framework.
    For example:
  • Equity awareness (race, gender, disability) in the context of sport and fitness.
  • Transformation policies.
  • Addressing misconceptions.

    Utilise the knowledge on the history and hierarchy of sport and fitness structures in the planning for growth.
    For example:
  • Role of structures.
  • Planning of programmes.
  • Establishing clubs.
  • Opportunities for affiliation and participation.

    Explain the relationship between local, provincial, national and international (including African) structures.
    For example:
  • Roles and responsibilities.
  • Affiliations.
  • Major events. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Contextualise the present South African sport and fitness environment in a broader historic framework.
    For example:
  • Equity awareness (race, gender, disability) in the context of sport and fitness.
  • Transformation policies.
  • Addressing misconceptions.

    Utilise the knowledge on the history and hierarchy of sport and fitness structures in the planning for growth.
    For example:
  • Role of structures.
  • Planning of programmes.
  • Establishing clubs.
  • Opportunities for affiliation and participation.

    Explain the relationship between local, provincial, national and international (including African) structures.
    For example:
  • Roles and responsibilities.
  • Affiliations.
  • Major events. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Contextualise the present South African sport and fitness environment in a broader historic framework.
    For example:
  • Equity awareness (race, gender, disability) in the context of sport and fitness.
  • Transformation policies.
  • Addressing misconceptions.

    Utilise the knowledge on the history and hierarchy of sport and fitness structures in the planning for growth.
    For example:
  • Role of structures.
  • Planning of programmes.
  • Establishing clubs.
  • Opportunities for affiliation and participation.

    Explain the relationship between local, provincial, national and international (including African) structures.
    For example:
  • Roles and responsibilities.
  • Affiliations.
  • Major events. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Utilise the knowledge on the history and hierarchy of sport and fitness structures in the planning for growth.
    For example:
  • Role of structures.
  • Planning of programmes.
  • Establishing clubs.
  • Opportunities for affiliation and participation.

    Explain the relationship between local, provincial, national and international (including African) structures.
    For example:
  • Roles and responsibilities.
  • Affiliations.
  • Major events. 
    		•

    UNIT STANDARD NOTES 
    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.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.