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: 

Explain recreation concepts and trends within the South African context 
SAQA US ID UNIT STANDARD TITLE
243626  Explain recreation concepts and trends within the South African context 
ORIGINATOR
SGB Sport, Recreation & Fitness 
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  7 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
Learners credited with this unit standard are able to explain concepts of leisure; define leisure, recreation, play and work; explain the dimensions of leisure in an historical context; explain the individual and social benefits of leisure and recreation and explain the personal relevance of the identified leisure and recreation concepts; develop a personal philosophy of recreation.

On completion of this unit standard the qualifying learner will be able to:
  • Explain the concepts of recreation.
  • Define leisure, recreation, play and work and relate it to the South African context.
  • Explain the dimensions of recreation in a historical context.
  • Examine the origins of the philosophy of play.
  • Demonstrate an understanding the integration of play, recreation and leisure.
  • Describe the trends, which may have an impact on leisure and recreation.
  • Explain the impact of the societal, technological and environmental trends on recreation participation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this unit standard will have demonstrated competence in literacy and communication at Level 3. 

    UNIT STANDARD RANGE 
  • It is necessary for individuals working in the Recreation sector to have knowledge and skills to promote the industry from grass roots level.
  • In the context of this unit standard, trends include societal, technological, and environmental changes, both current and historic.
  • An understanding of the conceptual foundation for practice in the Recreation industry creates a solid framework to effectively launch programs at community level.
  • This unit standard provides a body of knowledge on which the recreation profession is based.
  • The unit standard helps to define the parameters of the Recreation business.
  • Provides a basis for justifying the existence of the recreation industry, and the allocation of resources.
  • Provides a basis for justifying policy and the provisioning of Recreation.
  • Offers a background for decision-making in respect of policy and provision.
  • Assists in providing a basis for forecasting trends in Recreation and its impact on other aspects of society. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the concepts of recreation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concepts of recreation are identified and explained in terms of the range statement. 
    ASSESSMENT CRITERION RANGE 
    Concepts include - time, quality, experience, psychological state, holistic, ideology, means to an end, an end in itself.
     

    ASSESSMENT CRITERION 2 
    The concept of leisure is described and compared to recreation. 

    SPECIFIC OUTCOME 2 
    Define leisure, recreation, play, and work and relate it to the South African context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The characteristics of leisure, recreation, play, and work are defined and understood. 

    ASSESSMENT CRITERION 2 
    The characteristics of leisure, recreation, play and work are clearly debated and explained. 

    ASSESSMENT CRITERION 3 
    The interrelationship between leisure, recreation, play, and work are described. 

    SPECIFIC OUTCOME 3 
    Explain the dimensions of recreation within a historical context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The dimensions of recreation are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Dimensions include: social, cultural, spiritual, environmental.
     

    ASSESSMENT CRITERION 2 
    The dimensions of recreation in terms of historical events and issues are explained. 
    ASSESSMENT CRITERION RANGE 
    Events and issues include: economic development, race, equity, class, life cycle, changes in technology, political and demographic.
     

    SPECIFIC OUTCOME 4 
    Examine the origins of the philosophy of play and recreation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The philosophy of play and recreation are described within a historical context. 
    ASSESSMENT CRITERION RANGE 
    Historical perspective refers to: different historical eras and their influences upon leisure behavior.
     

    ASSESSMENT CRITERION 2 
    The modern theories of recreation are described. 

    ASSESSMENT CRITERION 3 
    The potential of promoting community recreation in South Africaare examined and described. 

    ASSESSMENT CRITERION 4 
    The problems relating to the implementation of community recreation programs within the South African context are examined and described. 

    ASSESSMENT CRITERION 5 
    A personal philosophy of Community Recreation is developed. 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of the integration of play, recreation, and leisure. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Play and its implication for recreation services is described. 

    ASSESSMENT CRITERION 2 
    Recreation and its implication for community recreation is illustrated. 

    ASSESSMENT CRITERION 3 
    Leisure and its implication for community recreation services is expressed. 

    ASSESSMENT CRITERION 4 
    The barriers to integration in a community recreation programme is identified. 

    SPECIFIC OUTCOME 6 
    Describe the trends, that impact on leisure and recreation. 
    OUTCOME RANGE 
    Trends includes national and international. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The societal trends are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Societal trends include - social, culture, economic, demographic, immigration, migration, educational, work changes, lifestyle, tourism.
     

    ASSESSMENT CRITERION 2 
    Technological trends are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Technological trends include - communication, information, transport, materials, equipment, lifestyle, and tourism.
     

    ASSESSMENT CRITERION 3 
    Environmental trends are identifed and described. 
    ASSESSMENT CRITERION RANGE 
    Environmental trends include -natural and built resources, ecology, resource conservation, urban design, climate, environmental impact, lifestyle, and tourism.
     

    SPECIFIC OUTCOME 7 
    Explain the impact of the societal, technological, and environmental trends on leisure and recreation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interpret and understand the impact of the identified trends on leisure time. 

    ASSESSMENT CRITERION 2 
    Interpret and understand the impact of the identified trends on leisure experiences. 

    ASSESSMENT CRITERION 3 
    The impact of the identified trends on recreation activities and services are examined and taken forward. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed against this unit standard (including through RPL) may apply to an assessment agency, assessor or provider institution accredited by the relevant Education and Training Quality Assurance body (ETQA), or one with an appropriate memorandum of understanding (MOU) with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard, or assessing this unit standard, must be accredited as a provider with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA, or one with an appropriate MOU with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate knowledge and understanding of:
  • The concepts of Recreation, Leisure, Play and Work and integrate these into the designing of a community program.
  • The historical perspective of the development of Recreation and Leisure.
  • How to use these concepts to promote recreation as a sector and industry.
  • The need for a philosophy of recreation.
  • The existence of the recreation industry.
  • The basis for a policy and service provision of recreation programs.
  • The basis for forecasting trends in recreation and of the impact recreation has on other aspects of society. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Understanding the concepts and implementing the programs to work effectively with communities. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Through the implementation of recreation programs one can demonstrate the responsibility towards protecting the environment and health of others. 

    UNIT STANDARD CCFO CONTRIBUTING 
  • Developing a philosophy of Recreation to create a framework for organizing oneself to deliver a service to the community.
  • Translate the dimensions of Recreation from a social, cultural, environmental, and spiritual to increase and encourage participation. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58163   Further Education and Training Certificate: Community Recreation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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.