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: 

Prevent and manage safety and emergency incidents 
SAQA US ID UNIT STANDARD TITLE
10200  Prevent and manage safety and emergency incidents 
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 
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
243301  Manage safety and emergency incidences  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard in combination with other content-related standards will be able to perform effective and efficient safety and emergency care within the Sport and Fitness context. They will do this through exercising control and application of the rules of 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 practise 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 is in possession of a First Aid Certificate, level 1. 

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 
Demonstrate an understanding of safety principles related to the activity. 
OUTCOME NOTES 
1. Demonstrate an understanding of safety principles related to the activity.
For Example:
  • Equipment.
  • Facility/venue.
  • Specific safety principles pertaining to individuals with disabilities. 

  • 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 context 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. Principles of safe practices are applied during activities.
    2. The role of rules of the activity in the prevention of injuries is explained.
    3. Possible problem areas are identified during the preparation of the facility/venue and/or activity and dealt with appropriately.
    4. First aid and CPR are applied correctly.
    5. Injuries are dealt with correctly and efficiently.
    6. Incidents are reported.
    7. Officials are briefed regarding safety procedures pertaining to the venue/facility and activity.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    8. Causes of the incident are correctly identified and future prevention is suggested.
    9. Rules of the game are maintained through effective officiating.
    10. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 2 
    Demonstrate knowledge of the extent of sport injuries. 
    OUTCOME NOTES 
    2. Demonstrate knowledge of the extent of sport injuries.
    For Example:
  • Causes.
  • Preventative measures.
  • Caused by the incorrect use of the facility/venue and equipment. 

  • 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 context 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. Principles of safe practices are applied during activities.
    2. The role of rules of the activity in the prevention of injuries is explained.
    3. Possible problem areas are identified during the preparation of the facility/venue and/or activity and dealt with appropriately.
    4. First aid and CPR are applied correctly.
    5. Injuries are dealt with correctly and efficiently.
    6. Incidents are reported.
    7. Officials are briefed regarding safety procedures pertaining to the venue/facility and activity.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    8. Causes of the incident are correctly identified and future prevention is suggested.
    9. Rules of the game are maintained through effective officiating.
    10. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 3 
    Ensure that safe practices are applied throughout the activity for the safety of the participants 
    OUTCOME NOTES 
    3. Ensure that safe practices are applied throughout the activity for the safety of the participants.
    For Example:
  • Ensure that there are sufficient officials to control the activities.
  • Apply techniques for the prevention of injuries.
  • Exercise good control of activities.
  • Ensure that the rules of the activity are applied. 

  • 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 context 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. Principles of safe practices are applied during activities.
    2. The role of rules of the activity in the prevention of injuries is explained.
    3. Possible problem areas are identified during the preparation of the facility/venue and/or activity and dealt with appropriately.
    4. First aid and CPR are applied correctly.
    5. Injuries are dealt with correctly and efficiently.
    6. Incidents are reported.
    7. Officials are briefed regarding safety procedures pertaining to the venue/facility and activity.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    8. Causes of the incident are correctly identified and future prevention is suggested.
    9. Rules of the game are maintained through effective officiating.
    10. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 4 
    Implement emergency procedures. 
    OUTCOME NOTES 
    4. Implement emergency procedures.
    For Example:
  • In the event of an injury.
  • Deal with common emergencies and injuries.
  • Assess the incident efficiently and apply correct measures. 

  • 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 context 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. Principles of safe practices are applied during activities.
    2. The role of rules of the activity in the prevention of injuries is explained.
    3. Possible problem areas are identified during the preparation of the facility/venue and/or activity and dealt with appropriately.
    4. First aid and CPR are applied correctly.
    5. Injuries are dealt with correctly and efficiently.
    6. Incidents are reported.
    7. Officials are briefed regarding safety procedures pertaining to the venue/facility and activity.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    8. Causes of the incident are correctly identified and future prevention is suggested.
    9. Rules of the game are maintained through effective officiating.
    10. Reflect on, measure and evaluate performance in order to improve future practice and learning. 

  • SPECIFIC OUTCOME 5 
    Report the incident. 
    OUTCOME NOTES 
    5. Report on the incident.
    For Example:
  • Verbal or written report.
  • Suggest improvements to prevent future recurrence of a similar incident. 

  • 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 context 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. Principles of safe practices are applied during activities.
    2. The role of rules of the activity in the prevention of injuries is explained.
    3. Possible problem areas are identified during the preparation of the facility/venue and/or activity and dealt with appropriately.
    4. First aid and CPR are applied correctly.
    5. Injuries are dealt with correctly and efficiently.
    6. Incidents are reported.
    7. Officials are briefed regarding safety procedures pertaining to the venue/facility and activity.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    8. Causes of the incident are correctly identified and future prevention is suggested.
    9. Rules of the game are maintained through effective officiating.
    10. Reflect on, measure and evaluate performance in order to improve future practice and learning. 


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

    1. Emergency care techniques.
    2. CPR techniques.
    3. Facility/venue emergency plans.
    4. Facility/venue emergency equipment.
    5. Types of sport injuries and the extent thereof.
    6. Special needs regarding safety for individuals with disabilities.
    7. Protective equipment.
    8. Protective clothing.
    9. Rules of the game.
    10. Appropriate prevention techniques and methods.
    11. Emergency procedures pertaining to facility/venue and activity.
    12. Regulations pertaining to safety in Sport, Recreation and Fitness. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Demonstrate an understanding of safety principles related to the activity.
    For Example:
  • Equipment.
  • Facility/venue.
  • Specific safety principles pertaining to individuals with disabilities.

    Demonstrate knowledge of the extent of sport injuries.
    For Example:
  • Causes.
  • Preventative measures.
  • Caused by the incorrect use of the facility/venue and equipment.

    Ensure that safe practices are applied throughout the activity for the safety of the participants.
    For Example:
  • Ensure that there are sufficient officials to control the activities.
  • Apply techniques for the prevention of injuries.
  • Exercise good control of activities.
  • Ensure that the rules of the activity are applied.

    Implement emergency procedures.
    For Example:
  • In the event of an injury.
  • Deal with common emergencies and injuries.
  • Assess the incident efficiently and apply correct measures.

    Report on the incident.
    For Example:
  • Verbal or written report.
  • Suggest improvements to prevent future recurrence of a similar incident. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Ensure that safe practices are applied throughout the activity for the safety of the participants.
    For Example:
  • Ensure that there are sufficient officials to control the activities.
  • Apply techniques for the prevention of injuries.
  • Exercise good control of activities.
  • Ensure that the rules of the activity are applied.

    Implement emergency procedures.
    For Example:
  • In the event of an injury.
  • Deal with common emergencies and injuries.
  • Assess the incident efficiently and apply correct measures. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Ensure that safe practices are applied throughout the activity for the safety of the participants.
    For Example:
  • Ensure that there are sufficient officials to control the activities.
  • Apply techniques for the prevention of injuries.
  • Exercise good control of activities.
  • Ensure that the rules of the activity are applied.

    Implement emergency procedures.
    For Example:
  • In the event of an injury.
  • Deal with common emergencies and injuries.
  • Assess the incident efficiently and apply correct measures.

    Report on the incident.
    For Example:
  • Verbal or written report.
  • Suggest improvements to prevent future recurrence of a similar incident. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Ensure that safe practices are applied throughout the activity for the safety of the participants.
    For Example:
  • Ensure that there are sufficient officials to control the activities.
  • Apply techniques for the prevention of injuries.
  • Exercise good control of activities.
  • Ensure that the rules of the activity are applied.

    Implement emergency procedures.
    For Example:
  • In the event of an injury.
  • Deal with common emergencies and injuries.
  • Assess the incident efficiently and apply correct measures.

    Report on the incident.
    For Example:
  • Verbal or written report.
  • Suggest improvements to prevent future recurrence of a similar incident. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 243301, which is "Manage safety and emergency incidences", Level 4, 6 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.
     
    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.